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CIRCULAR 

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International 



^^^S^"''^ 



INFORMATIONS*^ 






ORRESPONDENCE ^^ 

rgANTON, 
PA. USA 



CHOOLS 




CIVIL. ENGINEERING. 



^^^ 




^/A SYSTEM OF HOME STUDY 

Railroad, Bridge, Municipal, 

and Hydraulic Engineering; 

Surveying and Mapping. 



rT¥ 




TABLE OF CONTENTS. 



PAGE. 

CliASSIFIED lilST OF SCHOI.ARSHIPS C 

OFFICERS OF INSTRUCTION^ AND GOVERNMENT • . 14 

CliASSIFIED EIST OF STUDENTS AND GRADUATES • 18 
THE INTERNATIONAIi CORRESPONDENCE SCHOOIiG. 

History 19 

Method of Teaching 21 

How the Student Works .21 

How the Instructors Aid the Student 21 

The School Eecords 22 

Information Blank 23 

How Drawing is Taught 24 

Superior Character of Instruction e 24 

Order of Work , .25 

Advantages of Correspondence Instruction 25 

Students Need Not Leave Home or Lose Time From AVork ... 25 

Prepares for Written Examinations 26 

All Instruction is Confidential 26 

Forms Habits of Accuracy 26 

Close Relations With Instructor3 26 

Our Improved Method o 27 

No Fixed Time for Completion of Courses , , 27 

Scholarships Non-Forfeitable and Transferable 27 

All Instruction Papers Prepared by Our Own Instructors ... 27 

I Unnecessary Matter Left Out . . • 27 

Simplicity Secured at Any Cost 28 

System Thorough 28 

Particular Attention Devoted to Backward Students 28 

Much Less Expensive Than Any Oilier 29 

ii 



vma:. 

OoMPARED With Regular Schools 2'.) 

Correspondence Lessons Require Close Attention 20 

Partiality Impossible 21) 

Writing a Lesson Helps One to Remember It 20 

Nothing Interferes to Interrupt the Work lU) 

Persons Can Commence at Any Time 30 

Books, Transportation, Board, and Other Expenses Saved ... 30 

Instruction Papers Constantly Revised and Brought Up to Date . 30 

Superiority Over Night Schools 30 

Workmen Need Not Dress to Go Out 30 

Not Retarded or Pushed Ahead in Their Studies by Others . .31 

Studies Carried on Privately 31 

Much Better Than Home Study With Text-Books 31 

Cheaper 31 

Includes the Primary Education Required 31 

Provides an Order of Study 31 

Personal Aid of Instructors 32 

■Great Opportunity For AVorkingmen 32 

Desire for Improvement L'niversal 32 

Usual Fate of the Workingman 32 

Advantages of an Education 32 

Demand for Educated Labor 33 

How to Secure Promotion 33 

All Who Will Can Find Time To Study . 34 

Utilizing Spare Moments 34 

Instances of Education Obtained in Time Usually Wasted ... 34 

Opportunities for Study While at Work . , 34 

Employers, Superintendents, and Foremen Can Make Up Deficiencies 

IN Education „ 35 

Those in Authority Should Know the ** Whys and Wherefores" 35 

List of Students Not Published 35 

A Help to Professional Men 3G 

All Important Data Epitomized 3G 

Successful Men Hard Students 3G 

Improving " Idle Time " 3G 

Studying Other Branches 3G 

Apprentices Can Obtain Educations 37 

Difficulty of Getting a Start in Life 37 

Cannot Learn Everything by Experience 37 

How to Get the Desired Education 37 

iii 



rA(;E. 

An Open Door to Young Men 38- 

The Demand of the Times, Technical Education 38 

Profitable Positions for Those Qualified to Fill Them 39 

How to Enter the Engineering Professions 3^ 

For Sons of Engineers, Superintendents, Etc. . 39- 

An Opportunity for "Women 40 

Courses in Drawing and Designing 40 

Pedagogic and Stenographic Courses 40 

For Those of Limited Education 40 

AVe Can Teach Anybody Who Will Study 40 

Testimonials . . . . » » 41 

Suited to Men of Mature Years 42 

No One Too Old to Learn 42" 

Mental Power Improves with Age 42 

Conspicuous Examples 42 

Ages of Our Students 43^ 

Only Necessary to Form Habits of Study 43- 

Adapted to Those Living in Isolated Localities 43 

Our Method Meets Their Requirements 43 

Students in All Parts of the World 44 

Keys to Question Papers 44 

Why Prepared . . . . ' 44 

How to Use Them 45 

' Not a Necessity . . 45 

Requirements for Admission 45 

Ability to Read and Write All That is Required 45 

Rules for Enrolling 45 

AppUcation Form 46 

Certificate of Scholarship . 47 

Agreement to Give Instruction Until Student Is Proficient . . . . 4G 

Order of Work 4S 

Drawing May be Taken in Connection With Other Studies . . „ 48 

Expenses Connected With a Course 48 

Diplomas and Certificates of Proficiency 50 

Bound Volumes , 50 

Students Are Sent, When They Enroll, Coinplete Bound Sets of 

All Papers 50 

Their Value as Works of Reference 61 

iv 



I'AGK. 

THE CORIIESPOIS^DEXCP: SCHOOI. OF CIVIL ENGI- 
IVEEKING. 

The Profession of Engineekixg 55 

■Civil Engineering Scholarship 57 

Civil Engineers Should Study 58 

Advice to Intending Students 58 

Railroad Engineering Scholarship CO 

For Roadmasters, Track Foremen and Others 61 

Surveying and Mapping Scholarship 63 

For Engineers' and Surveyors' Assistants, Etc 64 

Bridge Engineering Scholarship 65 

For Civil Engineers .68 

Bridge Builders, Supervisors of Bridges, Inspectors, Etc . . . 68 

Bridge Draftsmen and Other Bridge Company Employees ... 69 

Template Makers, Structural Iron Workers, Etc 69 

Municipal Engineering Scholarship 70 

Hydraulic Engineering Scholarship 74 

Condition's Under Which Certain Preliminary -Subjects INIay Be O.mitted 76 

Prices of Scholarships in The Correspondence School of Civil Engi- 
neering 77 

Time Required to Complete the Courses 81 

Catalogue of Studies 82 

Sample Pages of Instruction and Question Papers 99 

Prices for Two or More Scholarships to the Same Person .... 109 

Price to Students Who Wish to Enroll in Other Scholarships . . 109 

Charge for Transferring Scholarships 109 

Rubber Hand Stamps for Students 109 

drawi:n^g IjS^strumexts and schooi. requisites. 

Complete Drawing Outfit 110 

Portfolios for Drawing Plates Ill 

Cross-Section Paper Ill 

Binders for Instruction and Question Papers 112 

Writing Paper 112 

Fountain Pens 112 

v 



THE INTERNATIONAL CORRESPONDENCE SCHOOLS. 

INCLUDING : 

The Correspondence School of Mines, 

The Correspondence School of Mechanics, 

The Correspondence School op Steam Engineering, 

The Correspondence School of Electricity, 

The Correspondence School of Architecture, 

The Correspondence School of Plumbing, Heating, and Ventilation^ 

The Correspondence School op Civil Engineering, 

The Correspondence School of Railroad Engineering, 

The Correspondence School op Bridge Engineering, 

The Correspondence School of Municipal Engineering, 

The Correspondence School of Hydraulic Engineering, 

The Correspondence School of English Branches, 

The Correspondence School of Bookkeeping and Stenography, 

The Correspondence School op Sheet Metal Pattern Drafting, 

The Correspondence School of Pedagogy, 

The Correspondence School of Chemistry. 

THE COLLIERY ENGINEER COMPANY, 

PROPRIETORS. 

T. J. FOSTER, Manager and Treasurer. 
THE CORRESPONDENCE SCHOOL OF CIVIL ENGINEERING. 



Scholarships. 



Subjects Taught. 



Civil 

Engineering 
Scholarship. 



Arithmetic, 
Algebra, 
Logarithms, 

Geometry and Trigonometry, 
Elementary Mechanics, 
Hydromechanics, 
Pneumatics, 
Heat, 

Geometrical Drawing, 
Mechanical Drawing, 
Elementary Graphical Statics, 
Strength of Materials, 
Analysis of Stresses, 
Proportioning the Material, 
Details of Construction, 
Details, Bills, and Estimates, 
Steam and Steam. Engines, 
Steam Boilers, 
Locomotives, 
Descriptive Astronomy, 
Surveying, 
, Land Surveying, 



Mapping, 

Railroad Location, 

Railroad Construction, 

Track Work, 

Railroad Structures, 

Elementary Chemistry, 

Economic Geology of Coal, 

Economic Geology of Metals, 

Blowpiping, 

Mineralogy, 

Drainage, 

Sewerage, 

Streets and Highways, 

Paving, 

Water Wheels, 

Hydraulic Machinery, 

Water Supply and Distribution^ 

Irrigation, 

Dynamos and Motors, 

Electric Lighting, 

Electric Railways. 



VI 



Vll 



Railroad 

Engineering 
Scholarship. 



Surveying 
and Mapping 
Scholarship. 



Bridge 

Engineering 
Scholarship. 



Municipal 
Engineering 
Scholarship. 



Hydraulic 
Engineering 
Scholarship. 



Arithmetic, 

Algebra, 

Logarithms, 

Geometry and Trigonometry, 

Elementary Mechanics, 

Hydromechanics, 

Pneumatics, 

Geometrical Drawing, 

Mechanical Drawing, 



Strength of Materials, 
Surveying, 
Land Surveying, 
Mapping, 

Railroad Location, 
Railroad Construction 
Track Work, 
Railroad Structures. 



Arithmetic, Geometrical Drawing, 

Use of Letters in Aleebraic Formulas, Surveying, 
Geometry and Trigonometry, Land Surveying, 

Logarithms, Mapping. 



Arithmetic, 

Algebra, 

Logarithms, 

Geometry and Trigonometry, 

Elementary Mechanics, 

Hydromechanics, 

Pneumatics, 

Geometrical Drawing, 



Arithmetic, 

Algebra, 

Logarithms, 

Geometry and Trigonometry, 

Elementary Mechanics, 

Hydromechanics, 

Pneumatics, 

Geometrical Drawing, 

Mechanical Drawing, 



Arithmetic, 

Algebra, 

Logarithms, 

Geometry and Trigonometry, 

Elementary Mechanics, 

Hydraulics, 

Pneumatics, 

Geometrical Drawing, 

Mechanical Drawing, 



Mechanical Drawing, 
Elementary Graphical Statics, 
Strength of Materials, 
Analysis of Stresses, 
Proportioning the Material, 
Details of Construction, 
Details, Bills, and Estimates. 



Strength of Materials, 

Surveying, 

Land "Surveying, 

Mapping, 

Drainage, 

Sewerage, 

Streets and Highways, 

Paving. 



Strength of Materials, 

Surveying, 

Surveying and Mapping, 

Steam and Steam Engines 

Steam Boilers, 

Water Wheels, 

Hydraulic Machinery, 

Water Supply and Distribution, 

Irrigation. 



For fall particulars of Tlie Correspondence Schools of 
Civil, Railroad, Bridge, Municipal, and Hydx*aulic Engi- 
neering, see Pages 55 to 108 of this Circular. 



THE CORRESPONDENCE SCHOOL OF PEDAGOGY. 



Scholarship. 



Subjects Taught. 



Pedagogics of 
English 
Branches 
Scholarship. 



Pedagogics of Arithmetic, 
Pedagogics of U. S. Civil Govern- 
ment, 
Pedagogics of U. S. History, 



Pedagogics of Grammar, 
Pedagogics of Geography, 
Pedagogics of Orthography. 



"We issue Circulars of Information in "wliich. the above 
Scholarships are described in detail ; they are sent free 
on application. "When sending for circulars please state 
the Course in Tvhich you are interested. 



"Vlll 



THE CORRESPONDENCE SCHOOL OF MECHANICS. 



Scholarships. 



Subjects Taught. 



Complete 
Mechanical 
Scholarship. 



Mechanical 
Drawing 
Scholarship. 



Arithmetic, 
Algebra, 
Logarithms, 

Geometry and Trigonometry, 
Elementary Mechanics, 
Hydromechan ics, 
Pneumatics, 
. Heat, 



Arithmetic, 

Mensuration and the Use of Letters 
in Algebraic Formulas, 



Geometrical Drawing, 
Mechanical Drawing, 
Steam and Steam Engines, 
Strength of Materials, 
Applied Mechanics, 
Steam Boilers, 
Machine Design, 
Dynamos and Motors. 

Geometrical Drawing, 
Mechanical Drawing. 



We Issue Circulars of Information In Trhich the above 
Scholarships are described in detail ; they a-re sent free on 
application. "When sending for circulars please state the 
Course in T^hich you are interested. 



THE CORRESPONDENCE SCHOOL OF MiNES. 



Scholarships. 



Subjects Taught. 



Complete 

Coal Mining 
Scholarship. 



Mine 

Mechanical 
Scholarship. 



Metal Mining 
Scholarship. 



Metal 

Prospectors* 
Scholarship. 



Arithmetic, 

Useof Letters in Algebraic Formulas, 

Geometry and Trigonometry, 

Gases Met With in Mines, 

Mine Ventilation, 

Geometrical Drawing, 

Mine Surveying and Mapping, 

Economic Geology of Coal, 

Prospecting for Coal, 

Shafts, Slopes, and Drifts, 

Methods of Working Coal Mines, 

Mechanics, 



Steam and Steam Boilers, 

Steam Engines, 

Air and Air Compression, 

Hydromechanics and Pumping, 

Haulage, 

Hoisting and Hoisting Appliances, 

Mining Machinery, 

Percussion Drills, 

Surface Arrangements of Bitumi- 
nous Mines, 

Surface Arrangements of Anthracite 
Mines. 



Arithmetic, 

Mensuration and the Use of Letters 

in Algebraic Formulas, 
Mechanics, 
Geometrical Drawing, 
Mechanical Drawing, 
Steam and Steam Engines, 
Steam Boilers, 
Air and Air Compression, 
Hydromechanics and Pumping, 



Arithmetic, 

Use of Letters in Algebraic Formulas, 

Geometry and Trigonometry, 

Geometrical Drawing, 

Mine Surveying and Mapping, 

Blowpiping, 

Mineralogy, 

Assaying, 

Economic Geology, 

Prospecting for Gold and Silver, 

Placer and Hydraulic Mining, 

Preliminary Openings, 



Blowpiping, 
Mineralogy, 
Assaying, 



Hoisting and Hoisting Appliances, 

Mining Machinery, 

Percussion Drills, 

Surface Arrangements of Bitumi- 
nous Mines, 

Surface Arrangements of Anthracite 
Mines, 

Dynamos and Motors, [ations. 

Electricity Applied in Mining Oper- 

Permanent Openings, 

Methods of Working Metal Mines, 

Crushing, Sizing, Concentrating and 

Amalgamating Machinery, 
Mechanics, 

Steam and Steam Boilers, 
Steam Engines. 
Air and Air Compression, 
Hydromechanics and Pumping, 
Haulage, 

Hoisting and Hoisting Appliances, 
Percussion Drills. 



Economic Geology, 
Prospecting for Gold and Silver, 
Placer and Hydraulic Mining. 



IX 



Full Mining 
Scholarship. 



Short 

Coal Mining 
Scholarship. 



Arithmetic, 

UseofLettersin Algebraic Formulas, 
Geometry and Trigonometry, 
Gases Met With in Mines, 
Mine Ventilation, 
Geometrical Drawing, 
Mine Surveying and Mapping, 
Economic Geology of Coal, 
Prospecting for Coal, 
Shafts, Slopes, and Drifts, 
Methods of Working Coal Mines, 
Mechanics, 

Steam and Steam Boilers, 
Steam Engines, 
Air and Air Compression, 
Hydromechanics and Pumping, 
Haulage, 

Hoisting and Hoisting Appliances, 
. Mining Machinery, 

Arithmetic, 

Mensuration and Trigonometrical 
Functions, 
] ij^ases Met With in Mines, Etc., 

Mine Ventilation, 
t Economic Geolo'gy of Coal, 



Percussion Drills, 

Surface Arrangements of Bitumi- 
nous Mines, 

Surface Arrangements of Anthra- 
cite Mines, 

Dynamos and Motors, 

Electricity Applied in Mining Oper- 
ations, 

Blowpiping, 

Mineralogy, 

Assaying, 

Economic Geology, 

Prospecting for Gold and Silver, 

Placer and Hydraulic Mining, 

Preliminary Openings, 

Permanent Openings, 

Methods of Working Metal Mines, 

Crushing, Sizing, Concentrating and 
Amalgamating Machinery. 

Prospecting for Coal, 
Shafts, Slopes, and Drifts, 
Methods of Working Coal Mines, 
Mine Surveying, 
Mine Machinery. 



TTe Issue Circulars of Information In "w^hich the above 
Scholarships are described in detail ; they are sent free 
on application. "When sending for circulars please state 
the Course in "which you are interested. 



THE CORRESPONDENCE SCHOOL OF ARCHITECTURE. 



Scholarships. 



Subjects Taught. 



Complete 
Architec- 
tural 
Scholarship. 



Arithmetic, 

Use 01 Letters in AlgebraicFormulas, 

Geometry and Trigonometry, 

Elementary Mechanics, 

Hydromechanics, 

Pneumatics, 

Geometrical Drawing, 

Architectural Drawing, Part 1, 

Ornamental Drawing, 

Architectural Drawing, Part 2, 

Masonry, 

Carpentry, 

Joinery, 

Stair Building, 

Architectural Engineering, 

Ornamental Iron Work, 



Architectural 
Drawing and 
Designing 
Scholarship. 



Arithmetic, 
Mensuration, 
Geometrical Drawing, 
Architectural Drawing, Part 1, 



Roofing, ^ 

Plumbing and Gas-Fitting, 

Sheet Metal Work, 

Heating and Ventilation, 

Electric Light Wiring and Bell 
Work, 

Painting, 

Decorating, 

History of Architecture, 

Architectural Design, 

Specifications, 

Building Superintendence, 

Permits, Contracts, etc., 

Estimating, and Calculating Quan- 
tities. 



Ornamental Drawing, 
Architectural Drawing, Part 2, 
History of Architecture, 
Architectural Design. 



This Scholarship includes a large number of Drawing' Plates. 



Architectural f 

r»^«,.,;«« J Arithmetic, 

Drawing j Mensuration, 

Scholarship. [ 



Geometrical Drawing, 
Architectural Dramng, Part . 



We Issue Circulars of Information in -which the above 
Scholarships are described in detail ; they are sent firee on 
application. 'SVben sending for circulars please state tlie 
Course in -which you are interested. 



THE CORRESPONDENCE SCHOOL OF ELECTRICITY. 



Scholarships. 



Subjects Taught. 



Mechanical- 
Klectrical 
Scholarship. 



Blectrical 
Power and 
Lighting 
Scholarship. 

Electric 
Lighting 
Scholarship. 

Electric 
Railway 
Scholarship. 

Wiring and 
Bell Work 
Scholarship. 



Arithmetic, 

Algebra, 

Logarithms, 

Geometry and Trigonometry, 

Elementary Mechanics, 

Hydromechanics, 

Pneumatics, 

Heat, 

Geometrical Drawing, 

Mechanical Drawing, 

Steam and Steam Engines, 

Strength of Materials, 



Applied Mechanics, 
Steam Boilers, 
Machine Design, 

Principles of Electricity and Mag- 
netism, 
Electrical Measurements, 
Applied Electricity, 
Power Transmission, 
Batteries, 
Electric Railways, 
Electric Lighting, 
Dynamo-Electric Machine Design. 



Arithmetic, Mechanical Drawing, 

Mensuration and the Use of Letters Dynamos and Motors, 

in Algebraic Formulas, Electric Lighting, 

Mechanics, Electric Railways. 
^ Geometrical Drawing, 

{Arithmetic, Geometrical Drawing, 

Mensuration and the Use of Letters Mechanical Drawing, 
in Algebraic Formulas, Dynamos and Motors, 

Mechanics, Electric Lighting. 

r Arithmetic, Geometrical Drawing, 

J Mensuration and the Use of Letters Mechanical Drawing, 
', in Algebraic Formulas, Dynamos and Motors, 

[Mechanics, Electric Railways. 



Arithmetic, Electric Light Wiring and Bell 

Mensuration and the Use of Letters Work, 
in Algebraic Formulas, 



"We Issue Circulars of Information In -vrhlcli the above 
Scholarships are described In detail ; they are sent free on 
application. "When sending for circulars please state the 
Course in ^vhlch you are Interested. 



THE CORRESPONDENCE SCHOOL OF SHEET METAL PATTERN DRAFTING. 



Scholarships. 



Subjects Taught. 



Tinsmiths' 
Pattern Cut- 
ting Scholar- " 
ship. 



Sheet Metal 
Pattern 
Drafting 
Scholarship. 



Arithmetic, Part I, Practical Projection, 

Elementary Free-Hand Drawing, Developments, 

Elementary Instrumental Drawing, Reading Working Drawings, 

Elementary Plane Geometry, Laying Out Patterns, 

Practical Plane Geometry, Patterns for Plain and Bent Work. 

Elementary Solid Geometry, 



Arithmetic, 

Mensuration, 

Elementary Free-Hand Drawing, 

Elementary Instrumental Drawing, 

Elementary Plane Geometry, 

Practical Plane Geometry, 

Elementary Solid Geometry, 



Practical Projection, 

Developments, 

Reading Working Drawings, 

Laying Out Patterns, 

Patterns for Plain and Bent Work, 

Patterns for Formed Work, 

Properties of Materials. 



TTe Issue Circulars of Information In -which, the above 
Scholarships are described in detail ; they are sent free 
on application. "When sending for circulars please state 
the Course in which you are Interested. 



XI 



THE CORRESPONDENCE SCHOOL OF STEAM ENGINEERING. 



Scholarships. 



Subjects Taught. 



Stationary 
Engineers' 
Scholarship. 



Marine 

Engineers' 
Scholarship. 



Locomotive 
Engineers' 
Scholarship. 

Traction 
Engineers' 
Scholarship. 

Gas 

Engineers' 
Scholarship. 



Refrigeration 
Scholarship. 



' Arithmetic, 

Meusuration and the Use of Letters 
in Algebraic Formulas, 

Mechanics, 

Geometrical Drawing, 

Mechanical Drawing (Stationary 
L Division), 



' Arithmetic, 

Mensuration and the Use of Letters 
in Algebraic Formulas, 

Mechanics, 

Geometrical Drawing, 

Mechanical Drawing (Marine Di- 
vision), 

Arithmetic, 

Mensuration and the Use of Letters 

in Algebraic Formulas, 
Mechanics, 
Geometrical Drawing, 



Steam and Steam Engines (Station- 
ary Division), 
Steam Boilers (Stationary Division), 
Dynamos and Motors. 



Sieam and Steam Boilers (Marine 

Division), 
Steam Engines (Marine Division), 
Dynamos and Motors. 



Mechanical Drawing (Locomotive 

Division), 
Steam and Steam Engines, 
Locomotives, 
Dynamos and Motors. 



Arithmetic, Geometrical Drawing, 

Mensuration and the Use of Letters Mechanical Drawing, 

in Algebraic Formulas, Traction and Portable Engines, 

Mechanics, Traction and Portable Machinery. 



■ Arithmetic, Elementary Mechanics, 

Mensuration and the Use of Letters Pneumatics, Gas, and Petroleum, 

in Algebraic Formulas, Heat, 

Elementary Algebra and Trigono- Geometrical Drawing, 
metric Functions, Mechanical Drawing, 

, Logarithms, Gas, Gasoline, and Oil Engines. 

Arithmetic, Pneumatics, 

Mensuration and the Use of Letters Heat, 

in Algebraic Formulas, Geometrical Drawing, 

Elementary Algebra and Trigono- Mechanical Drawing (Stationary 

metric Functions, Division), 

Logarithms, Ice Making and Refrigerating Ma- 

(_ Elementary Mechanics, chinery. 



We Issue Circulars of Information lu -which, the above 
Scholarships are described in detail ; they are sent free 
on application, "When sending fox* circulars please stato 
the Course lu •which you are interested. 



THE CORRESPONDENCE SCHOOL OF ENGLISH BRANCHES. 



Scholarship. 



Subjects Taught. 



English 
Branches 
Scholarship. 



Arithmetic, 

Spelling, 

Penmanship or Letter-Writing, 

Grammar, 



Geographv, 

U. S. History, 

U. S. Civil Government. 



The Subjects of this Course are taught separately when desired. 



TVe issue Circulars of Information in which the above 
Scholarships are described in detail ; they are sent free on 
application. TVTien sending for circulars please state tlie 
Course in which you are interested . 



JCll 



THE CORRESPONDENCE SCHOOL OF CHER185STRY. 



Scholarships. 



Subjects Taught. 



Inorganic and 
Organic 
Chemistry 
Scholarship. 

■Chemistry, 
Including 
Qualitative 
Analysis 
Scholarship. 

Chemistry, 
Including 
Qualitative 
and Quantita- 
tive Analysis 
Scholarship. 



Arithmetic, 

Elementary Algebra and Trigono- 
metric Functions, 
Physics, 



Arithmetic, 

Elementary Algebra and Trigono- 
metric Functions, 
Physics, 



I 



Arithmetic, 

Elementary Algebra and Trigono- 
metric Functions, 
Physics, 
Theoretical Chemistry, 



Theoretical Chemistry, 
Inorganic Chemistry, 
Organic Chemistry. 



Theoretical Chemistry, 
Inorganic Chemistry, 
Organic Chemistry,' 
Qualitative Analysis. 



Inorganic Chemistry, 
Organic Chemistry, 
Qualitative Analysis, 
Quantitative Analysis. 



"We issue Circulars of Information in "wliicli tlie above 
Scliolarsliips are described in detail ; tiiey are sent free on 
application. "Wbon sending for circulars please state tlio 
Course in wMcli you are interested. 



THE CORRESPONDENCE SCHOOL OF BOOKKEEPING AND 

STENOGRAPHY. 



Scholarships. 



Subjects Taught. 



Book- 
keeping 
and Business 
Forms 
Scholarship. 

Complete 

Stenographic 
Scholarship. 



Complete 
Commercial 
Scholarship. 



Arithmetic, 
Penmanship, 
Single-Entry Bookkeeping, 



r>ouble-Entry Bookkeeping, 
Opening, Closing, and. Changing 

Books. 



The Subjects of this Course are taught separately when desired. 



Spelling, 

Penmanship, 

Grammar, 



Letter-Writing, 
Stenography. 



The Subjects of this Course are taught separately when desired. 



Arithmetic, 

Spelling, 

Penmanship, 

Grammar, 

Letter-Writing, 



Single-Entry Bookkeeping, 
I^ouble- Entry Bookkeeping, 
Opening, Closing, and Changing 

Books, 
Stenography. 



The Subjects of this Course are taught separately when desired. 



"We issue Circulars of Information in wliicli the above 
Scbolarsbips are described in detail ; tliey are sent free on 
application. "VYben sending for circulars please state tb.e 
Course in wbich. you are interested. 



XIU 



THE CORRESPONDENCE SCHOOL OF PLUMBING, HEATING, AND 

VENTILATION. 



Scholarships. 



Subjects Taught. 



Sanitary 
Plumbing, 
Heating and 
Ventilation 
Scholarship. 

Sanitary 
Plumbing 
and Gas- 
Fitting 
Scholarship. 

Sanitary 
Plumbing 
Scholarship. 

Gas-Fitting 
Scholarship. 



Heating and 
Ventilation 
Scholarship. 



f Arithmetic, 
Mensuration and the Use of Letters 

in Algebraic Formulas. 
Mechanics, 

Geometrical Drawing, 
Mechanical Drawing, 
Plumbing and Draiuage, 
Gas and Gas-Fitting, 



Electric Light Wiring and Bell 

Work, 
Principles of Heating and Ventil&- 

tion, 
Steam Heating, 
Ilot-Water Heating, 
Furnace Heating, 
Ventilation of Buildings. 



' Arithmetic, Mechanical Drawing, 

Mensuration and the Use of Letters Plumbing and Drainage, 

in Algebraic Formulas Gas and Gas-Fitting, 

Mechanics, Electric Light Wiring and 

, Geometrical Drawing, Work. 



Bell 



Arithmetic, Geometrical Drawing, 

Mensuration and the Use of Letters Mechanical Drawing, 

in Algebraic Formulas, Plumbing and Drainage. 

Mechanics, 



f Arithmetic, Geometrical Drawing, 

Mensuration and the Use of Letters Mechanical Drawing, 

in Algebraic Formulas, Gas and Gas-Fitting, 

Mechanics, Elect -ic Light Wiring and Bell Work 



Arithmetic, 

Mensuration and the Use of Letters 

in Algebraic Formulas, 
Mechanics, 
Geometrical Drawing, 
Mechanical Drawing, 



Principles of Heating and Ventila- 
tion, 
Steam Heating, 
Hot- Water Heating, 
]"urnace Heating, 
Ventilation of Buildings. 



"We issue Circulars of Information in ■vrh.lch. the above 
ScbLolarsliips are described i:i detail ; tbey are sent free 
on application. ^Vben sending for circulars please state 
tbe Course in wbicb you are interested. 



OFFICERS OF INSTRUCTION AND GOVERNMENT. 



T. J. FOSTER, 
Manager, 

J. J.CLARK, M. R, 

Assistant Manager, 



XIV 



TEXT-BOOK DEPARTMENT. 

CARL G. BARTH, Mechanical Engineer, 
Professor of Applied Meclianics. 

G. A. GOODENOUGH, B. S., 

Professor of Theoretical Mechanics. 

H. ROLFE, Mechanical Engineer, 

Professor of Steam Engineering. 

E. W. ROBERTS, M. E., 

Professor of Physics. 

WILLIAM TATE, E. M., F. G. S., 

Prcfessor of Mining Engineering. 

A. LLAXO, C. E., 

Professor of Civil Engineering. 

GEORGE McC. ROBSON, M. A., 

Professor of Mathematics. 

H. K RAMSEY, E. E., 

Associate Professor of Electrical Engineering. 

L. L. LOGAN, E. M., 

Professor of Mine Surveying. 

LOUIS ALLEN OSBORNE, 

Professor of Architectural History and Design. 

HARRIS C. BLANCHARD, 

Professor of Building Construct ion. 

WILLIAM A. GORMAN, 

Professor of Architectural Uracclng. 

CLENDINNING A. THOMPSON, 

Professor of Constructive Art. 

MAURICE M. SLOAN, 

Professor of Iron and Steel Construction. 

ROBERT YARROW, Kensington Art Schools, 
Professor of Decorative Art. 

S. ALAN SLOAN, 

Professor of Quantity Surveying. 



SCHOOL OF MATHEMATICS AND PHYSICS. 

FRED. Y. MOSS, M. S., 
Principal. 

INSTRUCTORS. 



A. C. COLLIGAN, 
G. M. FREEMAN, 
C. V. MALONEY, 
G. E. McDERMOTT 
M. E. HURST, 
S. L. COLEMAN, 
N. M. CADDEX, 



C. R. O'HARA, 

A. T. ]\IAHON, 

B. A. BYRON, 
J. A. WALTON, 
L. J. WEAYER, 

C. M. KIMBLE, 
H. J. KEWISH, 



li. E. CHAMBERLIN. 

SCHOOL OF MECHANICS. 

C. p. TURNER, M. E., 

Principal. 

INSTRUCTORS 



L. E. RAFTER, 
M. J. BRENNAN, 
G. N. SHOPLAND, 
M. R. HORAN, 



J. E. GAYIGAN, 
C. M. RELPII, 
J. C. MAHON, 
I. G. SOMIVIARS, 



M. M. McLaughlin. 
SCHOOL OF MINES. 

(coal mining division.) 

J. T. BEARD, E. M., 

Principal. 

INSTRUCTORS. 



L. Y. MALIA, 
M. A. HASTINGS, 
N. L. REARDON, 



M. A. O'DONNELL, 
L. E. O'NEILL, 
L. F. CLARK, 



M. A. LYNCH. 



A. C. THOMPSON 



SCHOOL OF MINES. 

(metal mining division.) 

J. E. D WELLE, E. M., 
Principal. 

INSTRUCTORS 
F. II. LERCHEN, E. M., 



S. G. DOUGHERTY. 



XV 



SCHOOL OF CIVIL ENGINEERING. 

BENJAMIN F. LA RUE, Civil Engineer, 
Principal. 

INSTRUCTORS. 

L. RECHSTEINER, J. ]M. THOMAS, 

B. E. CONGER, C. SCHUBERT, 

M. L. MOFFITT, M. A. CALLAHAN. 



SCHOOL OF ARCHITECTURE. 

W. SCOTT-COLLINS, Architect, 
Principal. 

INSTRUCTORS. 
L. M. DONNEGAN, A. E. BRECK. 



SCHOOL OF PLUMBING, HEATING, AND VENTILATION. 

T. N. THOMSON, Sanitary Engineer, 
Principal. 

INSTRUCTORS. 
K. M. ORR, E. E. FASSETT. 



SCHOOL OF ELECTRICITY. 

W. H. DONNER, Electrical Engineer, 
Principal. 

INSTRUCTORS. 

K. G. MALTA, A. A. HINE, 

S. J. GAVAN, N. HART, 

M. BOLAND, A. L. NICOLS. 



SCHOOL OF DRAWING. 

L. H. KJELLSTEDT, C. I., 

Principal. 

INSTRUCTORS. 

F. M. SCOTT, L. ]\IcANDREWS, 

C. COKELY, M. D. LANGAN, 

F. I. MELLON, A. WILLIAMS, 

M. D. MURPHY, A. G. BLEWITT, 

C. B. EDSON, A. A. CALLAHAN, 

N. LOFTUS. 



XVI 



SCHOOL OF ENGLISH BRANCHES 

C. ^y. FAUST, M. ofK, 
Principal. 

INSTRUCTORS. 
B. C. CONGER, L. F. EPPLING. 

SCHOOL OF BOOKKEEPING AND STENOGRAPHY. 

NELSON II. PROUTY 

Principal. 

NSTRUCTORS. 
R. WESLEY KELLOW, GEORGE H. GIBBS. 

SCHOOL OF SHEET-METAL PATTERN DRAFTING, 

A. LANGERFELD, 
Principal. 

SCHOOL OF CHEMISTRY. 

G. H. DIMPFEL, Pli. D., 
Principal. 

SCHOOL OF PEDAGOGY. 

WM. B. RIDENOUR, A. M., 
Principal. 

ILLUSTRATSNG DEPARTMENT. 

CHAS. J. HAYES, 

Chief. 

DRAFTSMEN. 
JOHN A. OPENING, HARRY ARTLEY, 

D. COMINGS, WALTER C. FELLOWS, 

RUDOLPH PRESCH, ADAM KAUF3L1N, 

MICHAEL J. SCANLON, FRED. G. WARING, 

HENRY LITT, JNIILTON O'CONNELL, 

EMIL MOODY, E. H. MAROT. 

xvii 



STUDENTS AND GRADUATES, APRIL, 1898. 



UNITED STATES. 

Alabama 341 

Alaska 29 

Arizona 137 

Arkansas 129 

■California 1,138 

Colorado 766 

•Connecticut 2,825 

Delaware 303 

District of Columbia 190 

Florida 188 

Georgia 209 

Idaho 152 

Illinois 2,484 

Indiana. 667 

Indian Territory 73 

Iowa 695 

Kansas 360 

Kentucky 186 

Louisiana - 221 

Maine 380 

Maryland 575 

Massachusetts 3,880 

llichigan 929 

^Minnesota 417 

"Mississippi 135 

Missouri 645 

^Montana 506 

;Nebraska 240 

Nevada. 79 

New Hampshire 234 

New Jersey 1,308 

New Mexico 126 

New York 5,081 

North Carolina 164 

North Dakota 66 

■Ohio -^ 1,833 

Oklahoma 35 

Oregon 272 

Tennsylvania 7,849 

;B,hode Island 758 

South Carolina 171 

South Dakota 109 

Tennessee 196 

Texas 442 

"Utah 278 

Termont 158 

Tirginia 360 

"Washington 455 

West Virginia 317 



Wisconsin 
Wyoming.. 



CANADA. 

Alberta 

Assiniboia 

British Columbia 

Manitoba 

New Brunswick 

Nova Scotia 

Ontario. 

Prince Edward Island 

Quebec 

Saskatchewan 

MEXICO. 

Aguas Calientes 

Chiapas 

Chihuahua 

Coahuila 

Durango 

Guanajuato 

Hidalgo 

Jalisco 

Lower California 

Mexico 

Michoacan 

Nuevo Leon 

San Luis Potosi 

Sinaloa 

Sonora 

Tamaulipas 

Vera Cruz 

Yucatiin 

Zacatecas 



CENTRAL AMERICA. 

WEST INDIES. 

Antigua 

Cuba 

Hayti 

Jamaica 

Saint John 

Santo Domin.jro 



613 

101 

38 

27 

304 

69 

105 

205 

436 

9 

178 

1 

1 
1 

10 

13 

17 

10 

13 

7 

3 

23 

1 

7 

11 
1 
16 
5 
6 
2 



BERMUDA 

GREAT MIQUELOX. 

NEWFOUNDLAND.... 

SOUTH AMERICA. 

Brazil 

British Guiana 



Chile 

Colombia 

Ecuador 

Venezuela .. 

EUROPE. 

Belgium 

Denmark 

England 

France 

Germany 

Gibraltar 

Italy 

Russia 

Scotland 

Spain 

Sweden 

Switzerland. 
Wales 



2 
2 

59 
3 
8 
1 
1 
1 

16 



ASIA. 

Asia Minor 

Burmah 

Ceylon 

China 

India 

Japan 

Java 

Siam 

Straits Settlements 

AFRICA. 

Angola 

Cape Colony 

Congo 

East Africa 

Madagascar. 

Madeira 

Mashonaland 

Mauritius 

Namaqualand 

Natal , 

Rhodesia 

South African Republic 
Zanzibar 



OCEANIA. 

Australia 

Hawaiian Islands 

New Zealand 

Tasmania 



1 
1 
1 
5 
13 
22 
1 
3 
3 



1 
3 
1 
1 
1 
1 
1 
1 
8 
5 
2 
86 
1 



14 

19 

12 

7 



Note. — Any one desiring may verify these jQgures by calling at our oflEices,. 
AtScranton, Pa. 



XVlll 



History of 
C orrespond- 
e n c e I n - 
struction. 



Applic a 1 1 o n 
by Us to tlie 
Theories o f 
tlie Trades. 



THE INTERNATIONAL CORRESPONDENCE 

SCHOOLS. 

"To be accurate, write; 
To remember, write." 

The International Correspondence Schools were first to give 
instruction by correspondence in the theories of the trades 
and engineering professions, and have done more within the 
last five years to benefit miners, mechanics and others in need 
of technical instruction than any other educational institution. 
The system of instruction thus originated has developed into 
the largest technical school in the world, has overcome the 
difficulties which attend these classes in their efforts to educate 
themselves at night school or by home study with text-books, 
has placed technical education within the reach of thousands 
who would otherwise have remained in ignorance of the theo- 
ries of their trades, and has helped hundreds to become super- 
intendents, foremen, draftsmen, engineers, etc. who, without 
it, would never have obtained such positions. 

The man who first transmitted written intelligence to his 
neighbor originated correspondence instruction, and it has 
always been largely used among civilized people. All who are 
familiar with the New Testament know how generally the 
method w^as employed two thousand years ago. 

The man who reads the world's doings in the newspapers, or 
the mechanic who is kept informed of the progress in his trade 
by his favorite technical journal is instructed in a measure by 
correspondence ; and to a greater or less degree the same prin- 
ciple is made to contribute to all mental improvement. 

In the last twenty-five years the method has come into more 
general use, but until within a very few years all teaching by 
correspondence was conducted with regular text-books, which 
are not as well adapted to correspondence instruction as text- 
books especially prepared for the purpose. Most workingmen 
do not have the preliminary education to understand ordinary 
text-books. Neither have they time to waste in studying 
things they will never use. In The International Correspond- 
ence Schools these conditions are met by courses of instruc- 
tion which begin at the beginning, require only a knowledge of 
reading and writing on the part of the student to commence, 
and for which the Instruction and Question Papers and Draw- 
ing Plates used in teaching have been expressly written and 
illustrated. To do this writing and illustrating has required 
an expenditure of nearly $200,000, but without it such growth 
as these Schools have experienced would have been impossible. 



20 



THE CORRESPONDENCE 



A n Original 
Un d e r t a k - 
Ing. 



Its Great Suc- 
cess > 



C o mplete 
Mechanical 
and Mechan- 
ical Draw- 
ing Courses. 



Steam Engi- 
neering, 
Elect ri cal. 
Arch i t e c t - 
ural, Civil 
E ngineering 
and other 
Courses. 



Prac tical 
Plan of 
Home Study. 



Adapted to 
the Needs of 
All. 



RAPID GROWTH. 

In the month of August, 1891, the work of the first course 
(what is now the Complete Coal Mining Course) was laid out, 

and the decision was made to prepare for use instead of text-hooks a 
series of Instruction Papers which should embody in the fewest and 
plainest words everything necessary to a complete understanding of 
the subject. From this decision dates the beginning of corre- 
spondence instruction as now conducted. 

The course became popular at once, because it presented to 
miners and mine officials an opportunity to obtain a syste- 
matic, thorough, and concise course of home instruction in the 
theory of coal-mining. Within one year, over one thousand 
men enrolled, and the great value of the new method of teach- 
ing to the large class who desire to obtain technical educa- 
tions but cannot leave home or quit work to attend the regular 
schools was demonstrated. 

Early in 1892 the demand from machinists and others who 
wished to qualify to become mechanical engineers and drafts- 
men became so urgent that the preparation of the Complete 
Mechanical and Mechanical Drawing Courses, intended espe- 
cially for these classes, was commenced. Within eighteen 
months from their establishment, over two thousand enrolled 
in them. 

Since that time courses in Steam Engineering, Electricity, 
Architecture, Architectural Drawing, Civil Engineering, Bridge 
Engineering, Railroad Engineering, Surveying and Mapping, 
Municipal Engineering, Hydraulic Engineering, Plumbing, 
Heating and Ventilation, Chemistry, Sheet Metal Pattern 
Drafting, Pedagogy, English Branches, Bookkeeping, Sten- 
ography, etc. have been added, and the Schools have con- 
tinued to grow until instruction is now given in over forty 
Scholarships. A large enrollment in every quarter of the 
globe attests the great and growing appreciation by working- 
men everywhere of the work we are doing in placing the gist 
of college educations within their reach. 

The Schools are not, however, intended to take the place of 
the regular technical schools and colleges, and those who are 
in position to attend such institutions are advised to do so. 
Our province is to provide education for the thousands who 
must improve themselves at their own homes after working 
hours, or not at all. For the first time, a practical and efficient 
system of instruction is offered to these classes. 

Correspondence instruction is adapted to all. We accept 
students of any nationality or color, sex or religion, from ten 
years old upward, and point with well-eariied pride to the 
thousands whom we have benefited. Heretofore, age, time, 
and expense have largely controlled the educational acquire- 
ments of men. None of these factors are now barriers to 
advancement. By the correspondence method those of mature 
years may benefit themselves as well as the young and inex- 
perienced. The value of every hour is enhanced by the ability 
to use it in preparing for advancement. The expense i& 
reduced to a minimum. 



SCHOOL OF CIVIL ENGINEERING. 



21 



Our Success 
In Teaching. 



Persons who think of enrolhng and who wish evidence 
regarding the method of instruction, from those who liave 
ah'eady tried the plan, should write us, and we will send them 
a copy of a book of testimonials, or the name and address of a 
student in any locality, to whom they can write for information. 



METHOD OF TEACHING. 

The method of instruction in such subjects as can be taught 
without the use of apparatus or instruments, is as follows : 

Sliort Les- The Instruction Papers which are the text-books for our 
sons. students are printed pamphlets or books of 30 to 150 pages, 

and are accompanied by Question Papers. 

When a student enrolls he receives the first two sets of 
Instruction and Question Papers. Accompanying these are 
printed instructions telling him what his class letter and num- 
ber is, how to proceed with his work, and how to study. After 
reading these instructions the student studies his first Instruc- 
tion Paper. The first subject is either arithmetic or drawing, 
but whichever it is it is commenced at the very beginning, on 
the assumption that the student knows nothing of it, and the 
ground is covered in the clearest and most concise language. 
Usually the first subject is arithmetic. 

After having mastered the first Instruction Paper, the student 
lays it aside and takes up his Question Paper ( which contains 
many practical problems), and answers in turn every question, 
upon sheets of foolscap, writing on one side of the paper only ; 
he then puts his work in an addressed envelope (which is pro- 
vided for the purpose) and mails it. 

When a set of answers is received by the School, it is exam- 
ined with the utmost care ; all errors are corrected in red ink, 
and the work is returned with such suggestions and criticisms 
as enable the student to understand the subject. Every mistake 
is pointed out and everything fully explained. 

The Instructors take pains to make the student feel that 
the comments made are for his best interests. Experience has 
shown that written criticisms make more lasting impressions 
than verbal ones. 

A percentage mark is given according to merit. If the paper 
does not deserve 90 per cent., the student is required to rewrite 
the incorrect part until he satisfies the Instructor that he 
understands it. If necessary, additional work is given him. 
The student is kept at the subject until he has learned it. 

When students do not receive 90 per cent., which is not 

often, the trouble is almost always traceable to their failure 

to study the Instruction Papers carefully. The Instruction 

Papers are so plain that any who will study them as directed 

can understand them, and so complete that any who understand 

them can readily answer all the questions asked. 

Soysr tlie Stu- When the student mails his work on Question Paper No. 1, 

dent is Kept he commences the study of Instruction Paper No. 2, and pro- 

-at TVork. ceeds with it as with the previous Paper. 



HoTV tlie Stu- 
dent Studies. 



-Correction of 
His Work. 



J*erc e n t a g e 
Marks. 



22 



THE CORRESPONDENCE 



H e Receives 
Personal 
Assistance. 



Full Expla- 
nations. 



Bound Vol- 
umes of In- 
struc t ion 
and Question 
Papers. 



All Text- 
Books are 
Free. 



Scliool 

Records. 



"When he has gained a passing-mark in Question Paper No. 1, 
his work is returned to him to keep, and at the same time 
Instruction Paper No. 3 and Question Paper No. 3 are sent 
him. 

When he receives No. 3 Papers, he lays them aside until he 
has finished No. 2. When he mails his work on No. 2, he takes 
up No. 3, and when his work on No. 2 is returned to him, he 
is sent No. 4 Papers, and so on. By this system he has always- 
a set of Papers on hand to study while the work on the other 
set is going through the mails. 

When a student meets with difficulty in understanding any- 
thing in the Papers, the Instructors of the School come to his 
assistance through the mails. 

For this purpose each student is furnished by the School, free 
of charge, with addressed envelopes and information blanks. 
A copy of the latter is printed on the next page. 

When the student has given a subject a thorough trial and 
cannot understand it, all he has to do is to state his difficulty 
on one of these blanks, and mail it. 

When this is received, the Instructor answers it by return 
mail. He explains fully, if it requires a dozen sheets of paper to 
do so. 

We would rather have a student write to us for explanations 
every day, than fail to understand a principle or anything 
treated of in the Instruction Paper. 

In addition to the Instruction and Question Papers furnished 
to him to study from, the student receives when he enrolls, 
and without extra charge, (except for expressage or freight), 
a complete set of bound volumes of all the Instruction Papers, 
Question Papers, Keys, etc., used in the said course of instruc- 
tion, together with the Tables belonging thereto and an abstract 
of all the Formulas used in the course, all fully indexed, 
• and bound in half leather. 

The Instruction and Question Papers are the only text-books 
the student requires. They become his property, and are not 
returned to us. 

We pay all postage in sending all other books, papers or 
communications to the students. They pay the postage on 
their mail to us. 

When a man has completed a course he must pass a final 
examination before he is given a Diploma or Certificate of 
Proficiency. 

The records kept are very full. They form a complete 
school history of the student from his enrollment until he 
receives his Diploma. 

They contain not only the percentages given upon each 
Plate and Question Paper, but such details of his work as to 
enable us to form an accurate opinion of his ability and status- 
as a student. 



1 



SCHOOL OF CIVIL ENGINEERING. 



23 



Information 
Blank. 



The International Correspondence Schools. 



SCRANTON, PA., U. S. A. 



Wlien 
Used. 



to be 



HoTv to 
Used. 



be 



Observe the following Points when Using this 
INKORNIATION BLANK : 

(1) Use it TV'benever, after a fail* trial, you cannot under- 
stand the principles stated in the Instruction Papers or can- 
not "work the problems in the Question Papers. 

(3) Be sure to give AJLL, the data asked for on this blank. 

(3) "When asking for information regarding an example, 
the printed answer of which you are unable to obtain, 
ALTVAXS SE:N^I> us your SOUUTIOXS or your work as 
far as you can go, thus yve can see just "where your error 
lies, if any exists, and Tve can give you exactly the infor- 
mation you need. Sometimes your answers may differ 
from ours owing to the number of decimal places carried 
(usually four are sufficient, but some calculations require 
more). ^Ve make no deduction from your mark in such 
cases provided your -work and principle are correct. 

(4) AUTVAXS TV^RITE YOUR ADDRESS US" FULL ON 
EVERYTHING YOU SEND US. 



USE THE YELLOW BLANK LAST. 

Name of Student Class Letter and 

No. Post-office State 

No. of Question Page 

In the edition of Paper, subject 



Date. 



189 



24 



THE CORRESPONDENCE 



Unsurpass e d 
Method of 
Teacliiiig 
Drawdng. 



Every Dra^w- 
Ing Original 
with Us. 



Instruction 
Ca r ef ully 
Graded. 



HOW DRAWING IS TAUGHT. 

Our method of teaching drawing is original, practical, and 
unsurpassed in any school in the world. It is unequalled ex- 
cept in a very few regular universities and technical colleges 
of the highest grade. None have ever failed to learn to draw 
by our method when they have followed our instructions. 
Many have been qualified to fill positions as draftsmen who, 
before they enrolled with us, had never used a drawing pen 
or pencil, and whose hands and fingers were as rough and 
stiff, because of hard work, as they could well be. 

It seems an incomprehensible thing to many how drawing 
can be taught through the mails, yet we have qualified thou- 
sands to make neat, well-lettered drawings without ever see- 
ing or conversing with them. This is due to the merit of our 
Instruction Papers on drawing, to the care taken in correcting 
the work of students, and to the character of the model draw- 
ings which we send to students to work from. All of these 
drawings are made with pen and ink in our own establish- 
ment, and the copies sent to students are printed from zinc 
etchings made from them by the photographic process. The 
preparation of these drawings has taken much time and 
money. 

In our drawing courses the student is not required to draw 
first a hard plate, then an easy one, then a hard one, and then 
another easy one, etc. His first plate consists of a few simple 
straight and curved lines, his second is a little more difficult, 
his third still more so, and so on. The last plates in the 
course are as difficult as any ordinary draftsman is ever called 
upon to draw, and by the time our students reach the last 
plates in their courses, the work which they do upon them will 
compare very favorably with that done by any draftsman. 

When the student is ready to take up this subject, the first 
Instruction Paper in drawing, together with an empty mailing 
tube, is sent to him. This Instruction Paper contains detailed 
instructions on the use and care of the drawing instruments, 
on penciling, inking, etc., and also for drawing the first few 
plates. 

The student studies the Instruction Paper and draws Plate I, 
which when completed he sends to us, in the mailing tube 
above mentioned, for examination and correction. 

When the plate is received at the School, the Instructor in 
drawing examines it carefully and notes upon it in pencil the 
points in which it can be improved and his suggestions for the 
guidance of the student. If necessary, he writes a letter cover- 
ing everything thoroughly, so that the student may have full 
benefit of his knowledge and experience. 

The plate is then returned, with these criticisms and sugges- 
tions, to the student. If he has not received a mark of 90 per 
cent., he is obliged to redraw it until he does, which will not be 
until we are satisfied with the neatness and accuracy of the 
drawing, and believe that he thoroughly understands the prin- 
ciples involved. 



First In- 
struction 
Paper and 
D r a "w 1 n g 
Plates. 



Imp ortant 
TVork of the 
Instructor. 



SCHOOL OF CIVIL ENGINEERING. 



25 



Order 
^Vork. 



of 



Second In- 
struc t i o n 
Paper. 

Tracings and 
Blue-Prints. 



When the student receives a passing-mark on Plate I, lie 
sends us Plate II, on which he has been working while Plate I 
has been in our hands, and begins work on Plate III. 

The student is required to make from fifteen to forty plates 
and two or more tracings, depending upon the course in which 
he enrolls. The plates and tracings, excepting the first few, 
which are drawn from directions in the first Instruction Paper, 
are furnished to the student one at a time in the same order as 
the Instruction and Question Papers in other subjects. Thus, 
when Plate VIII is returned to the student, it is accompanied 
by a copy of Plate X, and so on. In this way the student is 
never out of work, but we do not send plates in advance of the 
order in which we have arranged them for teaching. 

In due order and with the proper plate the second Instruc- 
tion Paper in drawing is sent to the student. This explains 
the advanced principles, gives directions for the work on the 
remaining plates, and contains full instructions for tracing, 
preparing blue-print paper, and taking blue-prints. 

We reserve the privilege, provided we desire to exercise it, 
of retaining several of the plates made by each of the students, 
to show the progress they make. 



Deflcien c 1 e s 
in Education 
Can be Made 
Up. 



Individual 
Ins truction 
at Time and 
Place Best 
Suited to 
Student. 



ADVANTAGES OF CORRESPONDENCE 
INSTRUCTION. 

Our method fills a great want, and fully fills it. It is an 
opportunity for the indigent student to get an education ; for 
the superintendent of an engineering establishment, who, by 
his natural gifts, has attained a position of prominence, to make 
up the defects in education which hamper him in his efforts to 
climb higher ; for the ambitious workingman to secure inde- 
pendence ; for the poor man to redeem himself from poverty. 
He can study and work at the same time ; improve his mind 
and use his hands to earn the money to support himself and 
family ; make use of the odd bits of time, which, wasted, are 
not even missed, but which will enable him in a few years to 
become a leader in any department of knowledge. 

By the correspondence method each student is a class in 
himself. 

He can select his own time for study and can carry his 
studies wdth him, so that whenever and wherever he has 
any spare time he can make good use of it. 

Wherever the mails go the student can be taught, so that 
locations may be changed as often as desired. 

He can study at home without interfering with his work or 
social engagements. He loses no time in going to and from 
school. 

When he has studied as long as he wishes he can retire, as 
he is at home and need not make a long trip on foot or in some 
conveyance. 



26 



THE CORRESPONDENCE 



Instr u c 1 1 o n 
Confidential . 

Requires 
T h. o r o u gli- 
ness. 



The education goes to the student instead of the student 
going to the education. 

Qualifies for Correspondence instruction strengthens those faculties which 
TVrltten Ex- are particularly called into play at examinations — the power 
aminatlons. to correctly and promptly write out on paper answers to 
questions asked. Many a candidate has failed at an examina- 
tion, because he was not able to write out answers to the ques- 
tions fully and clearly, although he knew what the answers 
should be. 

"When we write we unconsciously seek to express our ideas 
in as concise a manner as possible, for the reason that wTiting 
is more difficult than speaking. The ability to express things 
concisely is of great importance to every person. 

The correspondence student does not need to expose his 
ignorance to his associates. 

In his recitations a smooth tongue will not aid him to con- 
ceal his ignorance of a subject. What may seem when spoken 
to be an intelligent, clear explanation of a subject, when 
written often appears indefinite, vague, and unsatisfactory. 
Written lessons are subject to more searching scrutiny than 
oral lessons. The correspondence student soon learns what 
every student must, that only persistent toil can crown his 
efforts with success. This creates self-dependence. 

Every part of a correspondence lesson can be gone over 
repeatedly until it is fully understood. 

Even the misfortune of partial or entire lack of occupation 
may be turned to advantage by this method of home study. 

The method tends to form habits of accuracy, since nothing 
can be skipped and the whole lesson must be learned and 
written. 

Wise direction through correspondence by competent In- 
structors will produce better results than can be expected 
from unaided individual efforts, but while the student has the 
most skilful direction in his studies he is at the same time his 
own schoolmaster, and pursues his work without fear, con- 
straint, or obligation. He studies because he desires knowledge 
which will aid him in his efforts for advancement, and not 
because he is obliged to. 

Close Rela- The relations of Instructors and students are more personal 
tlons of In- than is possible by any other system. In some colleges 
structor and teachers have classes so large that they do not even know the 
Student. majority of their pupils by sight. In such classes it is impos- 

sible for a student to receive personal instruction. The teacher 
cannot even give his whole attention to the one pupil who is 
reciting. He is obliged to keep the large class in order, and 
so necessarily is less careful than if occupied with but one at 
a time. On the other hand, the correspondence Instructor, in 
reviewing and correcting the work of one student at a time, is 
interested in him alone, and therefore can better see his 
defects. He does not know his pupil, and cannot be influ- 
enced by him in any way. 



Forms Habits 
of Accuracy. 



SCHOOL OF CIVIL ENGINEERING. 



27 



No rixed 
Time f o r 
the Comple- 
tion of Our 
Courses. 



OUR IMPROVED METHOD. 

Eecognizing that men who have but Httle time to devote to 
study should not be bound to a fixed time for the completion 
of their courses, The International Correspondence Schools do 
not have a fixed time for the beginning or completion of any 
course or any part of it. Persons may enroll at any time ; 
their instruction is commenced immediately, and we enter 
into a definite agreement with each one that as soon as his 
Scholarship is paid in full it shall be non-forfeitable, and 
continue in force until instruction is furnished in all the 
subjects included in it ; that the student may lay aside his 
studies as often as he may find it necessary, and resume them 
again when he finds it convenient ; that when Scholarships 
are purchased on the installment plan they are not forfeitable 
for failure to pay the installments promptly, and that if at 
any time the student desires to stop studying, he has the 
right to sell or give his Scholarship to some other person. 

Special information is furnished students as often as desired, 
on blanks supplied by the School. 

We wTite and illustrate, expressly for the purpose, all the 
text-books we use in teaching. This is necessary in order to 
insure the highest degree of accuracy, completeness, concise- 
ness and simplicity. VVe employ a large staff of engineers and 
draftsmen exclusively in this work. 

Our text-books are original in composition and illustration, 
and are not compilations from other technical works. Only 
the most competent engineers are engaged to write them. 
Each paper is edited by several other engineers, well versed 
in the subject of the paper. Two expert operators check on 
calculating machines every calculation. A large and costly 
librar}^ of standard scientific and technical works is at hand 
for reference. Our text-books contain fewer errors than any 
other text-books on the subjects of which they treat. 

All of our papers are written from the standpoint that the 
student has no other source of information. Our Instructors 
in writing the papers endeavor to place themselves in the 
position of persons ignorant of the subject and then try to 
explain the ^; arious points. They try to provide for all the 
difficulties that will be likely to beset the students, and as a 
result, many things of great importance in practical work, 
which receive little or no attention in ordinary text-books, 
are treated fully. Nothing of value is omitted from any 
course. 

In explaining a subject our instructors make every point 
clear, regardless of the space required to accomplish it, but at 
the same time every paper is made as concise as the nature of 
the subject will permit. Our students are not carried so deeply 
into some subjects as in the regular technical schools, because 
we leave out everything not necessary for them to learn in 
order to master the subjects we are teaching them. The study 
of scientific subjects is always interesting, and helps to train 
the mind, but our students are busy men who cannot afford to 



Scholarsliips 
Nonforfeit- 
a b 1 e and 
Trans f er- 
able. 



"We "Write and 
Illustrate 
Our Texts. 



Our Texts 
Are Accu- 
rate. 



yv G Take 
jSTotliing for 
Granted. 



Unnecessary 
Matter Left 
Out. 



28 



THE CORRESPONDENCE 



waste a minute in learning things unnecessary to a thorough 
knowledge of the theory of their occupations. 



Simplicity 
Secured at 
Any Cost. 



Careful Prep- 
aration and 
Revision. 



System 

Tliorougli. 



Particu lar 
Attention 
to Back"ward 
Students. 



Our Instruction Papers are written in clear, simple language, 
as free as possible from technical terms. Illustrations, wher- 
ever they w^ill make the text plainer, are used freely. Great 
pains is taken to make the construction of sentences, the 
paragraphing, punctuation, etc., such as will make the 
meaning of the author clear, and the paper easier to study. 
Words whose meanings are not generally understood are 
avoided wherever possible for those more commonly used. 
The plan of simplicity was not adopted because we expected 
to teach only men of limited education, but because simple 
language is more readily comprehended by all. One of the 
greatest troubles with ordinary text-books is that they are 
written for men of scientific attainments. 

The aim kept in view in the preparation of our Instruction 
Papers has been to make them thorough, modern and plain. 
We are constantly revising our texts, some of which are in the 
fifth edition. 

Every Scholarship includes a complete duplicate set of bound 
volumes of all the Papers used in the Course. 

When the student enrolls he is first taken in hand by a 
competent Instructor in mathematics. This teacher does not 
ask what the student knows or does not know. He assumes 
that he knows nothing and begins with him at the beginning 
of arithmetic. Sometimes a student says, ''I don't want to 
bother with these things," but he is ready to confess after- 
ward that the preliminary drill in arithmetic has made him 
more efficient. 

After the student is through with arithmetic he is taken 
into the other subjects, and goes through in regular order the 
mathematical and physical studies before he is allowed to 
undertake the advanced subjects. He masters each Instruc- 
tion Paper in order, and his work is examined and passed 
uJ)on by the Instructors, subject by subject, as he cr iipletes 
it. The student must be thorough, as he cannot advance 
unless he is proficient in preceding lessons. Her^ast know 
arithmetic before he can study mensuration or algebra, and 
when he gets as far as the last subject in any of our technical 
courses, he has completed all the subjects entering into a com- 
plete education in the branch of engineering he is studying. 
Our system thus overcomes the greatest objection to self-educa- 
tion by text-books, night schools, etc. — i. e., that many of 
those compelled to resort to such aids to self-education read or 
study on so desultory a plan that they learn few things 
thoroughly. 

We make our students do their work as it ought to be done, 
allow no medium papers to pass, and correct every error. 
When the answer papers are examined we even correct and 
criticise the punctuation, capitalization, spelling and penman- 
ship. The poorly written, poorly expressed paper receives 
as careful examination and consideration as the good one. 



SCHOOL OF CIVIL ENGINEERING. 



29 



Students are surprised in many instances to see with what care 
their work is examined, and how clearly and with what 
apparent ease they are helped to master portions which 
puzzled them. A successful teacher once said, "The true art 
of teaching consists in knowing how to suggest." 
An Inexpen- Our method is much less expensive than any other, for the 
siveMettiod. reason that our students do not need to purchase any text- 
books whatever. 



Cor respond- 
ence Les- 
sons Require 
Close Atten- 
tion. 



Tlie Teacher 
I n s 1 1* u c t s 
One Pupil at 
a Time. 



"Wri ting a 
LessonHelps 
One to Re- 
member It. 



Dnll Students 
Succeed as 
Well as 
Bright Ones. 



COMPARED WITH REGULAR SCHOOLS. 

To take a course in a regular technical college is the best 
way to secure a technical education, but it is not possible for 
busy men to attend colleges. 

Our Schools are not intended to fill the place of these, but 
there are, nevertheless, some respects in which our method of 
teaching is superior to all other systems. 

In any class lecture the attention may be drawn away by 
the surroundings. Oral explanations cannot always be 
grasped and retained in the memory as they are given, and 
while the student is thinking over a portion of the lesson, the 
teacher may get ahead of him ; and if he loses part of the 
lesson, he cannot understand the remainder. The directions 
and instructions given are general, and the student oftentimes 
fails to get assistance on the point which, in his case, is most 
necessary. On the other hand, the correspondence student 
goes from one point to another only as he masters the previous 
one ; further, his recitations being written, bring out clearly 
every weak point and enable the Instructor to know just how 
to proceed. 

The correspondence teacher comes in closer contact with the 
student than do teachers instructing large classes. When the 
Instructor is correcting the work or giving aid to the corre- 
spondence student, his mind is occupied with him alone. 
This results in better work on the part of the Instructor for 
the student than is possible when his attention is divided. 

To remember a thing it is necessary to learn it well. To 
learn it well the attention must be fixed, so that a complete 
and clear impression may be made on the mind. It will be 
admitted that a thing which is both heard and read, better 
commands the attention, and is better understood than if 
heard only or if read only, and it is equally true that things 
which are read until they are understood and are afterward 
written down, are better remembered than those which are 
read only. They are remembered better because they are 
learned better. 

Practice obtained by correspondence students in writing all 
their work is a great benefit in preparing them to successfully 
pass written examinations. 

Each student is a class by himself, and his progress depenj 
upon the time he can devote to study. One man may get 
through in a year, whereas it may take another longer, but he 
reaches the goal all the same. This is more than can be said of 



30 



THE CORRESPONDENCE 



the regular schools, since in all of them students must keep up 
with the classes or drop the studies. 



NotMng In- 
terrupts ttie 
^Work. 



Books, Trans- 
portation, 
Board, Etc., 
Saved. 



Competent 
Instructors. 



There are no vacation seasons. Nothing interferes to inter- 
rupt the work of the student. Persons can commence their 
studies any day of the year, and be as sure of thorough 
instruction if they begin at one time as at another. Studies 
can be interrupted whenever necessary, and resumed when 
convenient. 

Our charges are much smaller than for similar courses in the 
regular schools. In addition, the student saves transportation 
to and from the school ; board, and other expenses while 
there ; books, etc. In studying with us he need not lose a 
moment from his work, or spend an hour away from home 
from the time he enrolls until he has earned his Diploma or 
Certificate of Proficiency. 

Any person who wants to learn can do so by the correspond- 
ence method. Instruction can be imparted with as great 
facility by it as by any other means, and many learn by it 
who cannot be instructed in the usual way. 

In The International Correspondence Schools students are 
taught by the ablest Instructors it is possible to procure, men 
of education and of large experience in the branches which 
they teach. These are assisted in the preparation of the 
Instruction and Question Papers by the ablest specialists in the 
country, who are employed expressly for the purpose. The 
students, therefore, have the advantage of the knowledge and 
experience of the ablest engineers and experts connected with 
the sciences they are studying. 

Those who have tried instruction by correspondence say 
there is nothing more enjoyable than being one's own school- 
master. All restraints, study hours, etc. are self-imposed 
and may be removed or changed at will. 



SUPERIORITY OVER NIGHT SCHOOLS. 



Night Schools Besides the many other disadvantages attending them, night 
Uns&tlsfac- schools teaching technical subjects must be located in popu- 
toryc lous districts, to justify the employment of competent instruct- 

ors, so that they are only found in the largest cities. 

They fail to meet the great want of a system of teaching 
which can be taken advantage of by working, business, and 
professional men. When these classes use night schools, 
in ignorance of a better system, the results are not satisfac- 
tory. 

In the case of the average mechanic, about half the time 
that he has to devote to study is lost in putting himself in pre- 
sentable condition to attend the night class and in the ride or 
walk to and from the place where it is held. He must go from 
home in all kinds of weather, and is sometimes unable tO 
attend. 



Workmen 
1^ e e d IS^ o t 
Ijeave Home 
to Study by 
Our Method. 



SCHOOL OF CIVIL ENGINEERING. 



31 



JFeTV Can At- 
tend Even- 
ing: Classes 
Regularly. 



Our Students 
Are X o t 
Puslied nor 
Ketai'ded by 
Others. 



Studies Car- 
ried on Pri- 
vately. 



Many cannot attend evening classes regularly. Their 
engagements to do so are unavoidably interrupted by the sick- 
ness of themselves or their families, or by important family or 
social duties. Men who are sufficiently ambitious and ener- 
getic to study in their leisure time are such as usually stand 
best with their employers, and if a breakdown occurs or an 
extraordinary emergency arises, are called upon to do night 
work. Again, the appointed hours are not always those which 
best suit them. If they lose a single lesson, it places them at 
a great disadvantage, because they do not understand what 
follows. It thus occurs that out of every four students attend- 
ing night schools one is absent at every session, and only one 
in twelve completes the subjects taken up. 

In a night school the students must keep a uniform pace in 
their studies, and it is either a pace too slow to suit the bright 
student or too fast for the dull one to keep up. 

The correspondence student loses no time in going to and 
from school, but can study at home, without interfering with 
his work or social engagements, and when he misses an even- 
ing can pick up his studies just where he left off. 

His objections to revealing to others his present knowledge 
or his rate of progress are respected, and nobody but his 
Instructor knows where he begins or how fast he gets along. 



Clieaper. 



Includes tlie 
Preliminary 
Education 
Required. 



MUCH BETTER THAN HOME STUDY WITH 
TEXT-BOOKS. 

A course in our Schools is much less expensive than home 
study with text-books. It costs hundreds of dollars to pur- 
chase books to cover the theory of a trade and the sciences 
related to it. Our students require no text-books except the 
Instruction Papers, which are furnished free of charge. ^Yhen 
they enroll, however, they each receive a complete set of 
bound volumes of all the Instruction Papers, Question Papers 
and Drawing Plates used in their courses, and these, taken 
together, form a complete series of text-books in the theory of 
the trade or profession to which they relate. 

The want of preparation in studying with text-books is a 
great hindrance. A student desiring to study, say Mechanics, 
selects a book on the Steam Engine and reads. He soon feels 
there is something which he must learn before he can under- 
stand what he is reading. Glancing through the book he sees 

Pa F 
H. P. = qqTwS ' ^^^^ someone what it means, and is dis- 

heartened by being told that it is "Algebra." This is some- 
thing he does not understand, and he lays the book aside 
with the conviction that it is too deep for him. This is an 
example of what befalls him in every branch of his reading. 
In all text-books it is taken for granted that the reader has 
some preparatory education, and if he has not he cannot read 
understandingly. 



32 



THE CORRESPONDENCE 



Provides 
Order 
Study. 



an 
of 



Courses Be- 
gin at t h. e 
Bottom. 



Aided by In- 
structor. 



Another great fault of the system of self-education with 
text-books is that the learner is " a blind leader of the blind." 
Text-books are countless in number, and many contain matter 
which is of little use, and unless the student has the assist- 
ance of some experienced person to point out what it is advis- 
able to read, and what may be left alone, he will do much 
unnecessary reading and lose valuable time. By our method 
the student commences with addition, and in order learns the 
various parts of arithmetic ; then takes up the next subject 
and passes through it in the same way, and so on until he 
thoroughly learns all the subjects in his course. He is not 
passed in a principle or subject until he understands it, so 
that when he commences the study of any subject of his 
course he has mastered all the simpler ones preceding it. 

He wastes no time, because he is carefully guided in all his 
work, and he makes rapid progress because he has the aid of 
the best Instructors. 



A GREAT OPPORTUNITY FOR WORKINGMEN. 



Desire for Im - 
provement. 



Wliy TVork- 
Ingmen Are 
Left Behind. 



A d V a n tages 
of E d u c a - 
tion. 



HyiJotliesis. 



Few are satisfied with what they have in life ; the large 
majority are reaching out for something better. This desire 
for improvement is the incentive to education and invention ; 
it influences the ablest scientist and the humblest workman ; 
transforms night into day, swamps into cities, and deserts 
into gardens. To it we owe the advancement of the human 
race. 

In the race of life the man who earns his bread by work 
with his hands is generally the one left behind. Such a man, 
endowed with the same brain power as others, wonders at 
times why he is not more fortunate. The problem is easily 
solved. Compelled to leave school at an early age, hard labor 
is his only resource. 

He would have made a better place for himself had he 
received a better education with which to begin. Because of 
this want of education he is compelled to work under the 
supervision of others. 

Two men working side by side each do a certain stint, the 
one with much less exertion than the other. One knows the 
theory of mechanical forces and applies these forces to assist 
him. The man who has the most knowledge, and not the man 
who puts forth the most strength is the most profitable work- 
ingman. For example, an artisan may understand the use of 
a piece of timber, but be unable to calculate the dimensions 
required for stability and safety. The latter qualification 
requires a knowledge of laws not learned in the ordinary 
routine of a man's daily toil. 

Most workingmen confuse the word theory with hypothesis. 
A statement advanced, but not proven, is an hypothesis. A 
statement of something which has been proven by the 
experience of men, is a theory. 



SCHOOL OF CIVIL ENGINEERING. 



33 



Tlieory. 



Practice. 



Demand f o r 
Educated 
X<abor. 



To Secure 
Promotion — 
Study. 



AVorkingmen 
Desire Edu- 
cation. 

Tlieir Re- 
quirements 
for Study 
EuUy Met. 



D i f f i c ulties 
Overcome. 



Every Home 
a Scliool- 
h.ouse. 



Theoretical education ( or a knowledge of the experience of 
those who have preceded him in his trade or occupation) is 
necessary to the ambitious workman who, not content to 
remain at the foot of the ladder, desires to climb its rounds and 
secure promotion. Its great value is admitted in all industries, 
and those who are without it are placed at a disadvantage in 
the struggle for success. Experience is absolutely necessary 
to make one expert in any trade or profession, but unless it is 
supplemented by technical (or theoretical) education, it will 
not qualify a person to gain the front rank. 

The fact that the demand for skilled and intelligent labor is 
greater than the supply is proof that workingmen need educa- 
tion in the theory of their work, to enable them to better per- 
form their duties and secure higher positions. 

"The best way to secure promotion is to increase in effi- 
ciency, to prove one's self larger than the position he occu- 
pies." It is the duty of all men to take advantage of every 
honorable opportunity to improve their financial and social 
positions and the conditions of themselves and families. 
Workingmen who make such efforts to advance are seldom 
discharged, are the last to be laid off when work is slack, and 
are the first to win promotion. 

Most workingmen feel their need of education, and by their 
hearty response to every effort to assist them, show how much 
they want to get it, but the means heretofore provided have 
not been adapted to their conditions. 

To study successfully, the workingman must be able to take 
up his studies whenever it suits his convenience, and lay them 
down whenever he finds it necessary. If he has a half hour 
of leisure during the day he must be able to take advantage 
of it. He cannot afford to lose, in dressing or in a long ride 
or walk, the hour succeeding his supper, when he is in the 
best condition to do good work. 

But few men, until they have tried it, realize what a vast 
amount of work can be done in the hour from 7 to 8 p. m.^ 
which is so commonly wasted in getting ready to go out. 

After he has devoted an hour or two to hard study, the 
workingman should be at home when he finishes, so that he 
can go to bed, without further fatigue or loss of time or expos- 
ure, and secure a good night's rest. 

Text-books upon all subjects have served an important pur- 
pose in the cause of education. Night schools have aided 
many to convert their spare moments into knowledge and 
ultimately into success, but neither of these methods of study 
nearly fills the educational requirements of workingmen as. 
well as correspondence instruction. 

The correspondence method, calling to its aid the fleet mes- 
sengers of the postal service, fully meets the peculiar condi- 
tions which surround workingmen. Technical education, 
under the direction of the most competent instructors, is now 
within the reach of all. Every workingman may make of his 



34 



THE CORRESPONDENCE 



home a schoolhouse, where he can study during his leisure 
hours and prepare himself for a higher position in life. Every 
workingman can now qualify for the most responsible duties 
connected with his trade. 

In the opinion of an eminent educator, our School "is the 
most original agency for technical education ever devised, and 
portends a time when we will not set off a few of the most for- 
tunate for education, but educate all up to the limits required 
in the application of the skilled arts." Educational opportuni- 
ties hitherto unattainable are placed by our method within the 
reach of all ambitious men, and thousands of workingmen in 
all parts of the world, representing over two hundred occupa- 
tions, are taking advantage of these opportunities. 

THE BEST METHOD FOR BUSY PEOPLE AND 

THOSE WHO CANNOT SPARE TIME 

FROM WORK. 



Spare Mo- 
ments May 
be Utilized. 



Notable In- 
stances of 
Edncation 
Obtained 
in Time 
Usually 
IVasted. 



O p p o r t u ni- 
ties for Study 
\Vblle at 
Work. 



Value of an 
Hour. 



"Workers and busy people can obtain a knowledge of the 
theory of their trades by this method. Some, however, 
hesitate to enroll because they think they have no time to 
study. To such we say, "There is no business which will not 
permit a man to give a little time every day to study." 

Longfellow wrote his translation of "The Inferno" by 
working in snatches of ten minutes a day while waiting for his 
coffee to boil. He persisted for years until the work was done. 
Humboldt had so little time for study that he read in the night 
or early morning while others w^ere asleep. One of the most 
noted mathematicians in the United States acquired his educa- 
tion by devoting one hour a day to study. Millard Fillmore 
never saw a grammar or a geography until he was twenty years 
of age, yet he became President of the United States. Lincoln, 
while working at surveying studied law, and while clerking in 
^a general store learned the English branches. Robert Collyer 
laid the foundation for his education while working at a black- 
smith' s forge. Watt learned chemistry and mathematics while 
working at his trade as an instrument maker, and George 
Stephenson learned arithmetic while running an engine night 
shifts. He educated himself, and did much of his best work 
during his spare moments. 

Some men have opportunities for study while at work. They 
should take advantage of such opportunities and plan to get 
them. Sitting for hours, gazing vacantly at machinery which 
is doing its work, does not constitute the best service. That 
man is rendering his employer the best service who, while 
doing his daily work as he ought, is fitting himself for service 
of a higher order. The workman who reads and studies most 
is the most competent, draws the highest pay, and is entitled 
to and receives the most respect. 

But no matter how employed or what may be the rules of 
employers regarding idle time while on duty, workingmen 
should remember it has been the men and women who have 



SCHOOL OF CIVIL ENGINEERING. 



35 



been most crowded with work who have done the greatest 
things in hfe, and that waste of time for tliose whose only hope 
of advancement Uesin education means loss of opportunity and 
loss of hope. The man is yet unborn who rightly measures and 
fully realizes the value of an hour. 

EMPLOYERS, SUPERINTENDENTS AND FORE- 
MEN CAN MAKE UP DEFICIENCIES 
IN EDUCATION. 



T h o s e In 
Authority 
Should 
Kno'W the 
**^Yliys and 
yv^ h e r e - 
fores." 



They Can Ed- 
ucate Them- 
selves in Our 
Schools. 



If They TVlll 
Study, Their 
Success is 
Assured. 



Names of Stu- 
dents N^ot 
Published 
^V 1 t h o u t 
Permission. 



Every employer and every one in a position of authority 
should know all the details of the business, and should learn 
the "reasons why" of the duties performed by every em- 
ployee, so that he can intelligently direct each and show that 
thorough knowledge of the subject which commands respect. 
If the plant is extensive, there are probably many trades 
represented, and the uneducated superintendent who is master 
of one, when dealing with those of which he is ignorant, must 
hire foremen who are expert in them, to whose superior 
knowledge he is compelled to defer — a harmful and humilia- 
ting necessity. 

A superintendent can learn in The International Correspond- 
ence Schools the reason for everything going on in the shops 
under his care. He can thoroughly educate himself in the 
theory of his business and do his work with little worry to 
himself and with satisfaction to his employer. 

The foreman should make himself as efficient as possible, for 
if he does not know as much or more than the best-informed 
man among his subordinates, he occupies an unenviable posi- 
tion. The man who knows more than the boss is too valuable 
to discharge, and his superior knowledge is always unpleas- 
antly putting itself in evidence. The foreman must lead in 
all things, but especially in theoretical knowledge. If he 
cannot read drawings understandingly, he is unable to detect 
errors or to properly direct work to be made from them. 

The man who can successfully handle a gang of men so as 
to do satisfactory and economical work is bright and capable. 
He has the stuff in him for better things ; and it only requires 
well-guided and persistent study to bring it out. He can 
learn if he will study, and his studies need not interfere with 
his work. 

The correspondence system is preferred by many because 
they are diflEident about exposing their ignorance, as is neces- 
sary in a classroom. Many men who could not or would not 
study when young now occupy positions of responsibility, and 
are supposed by their employers and associates to have more 
theoretical knowledge than they possess. 

The student of The International Correspondence Schools 
does not come in contact with other students, and his studies 
are privately and confidentially conducted. We do not publish 
a list of our students, nor do we publish their names and 
addresses, unless they voluntarily give us testimonials. 



36 



THE CORRESPONDENCE 



All Impor- 
ta n t Data 
Epitomized. 



Successful 
Men Hard 
Students. 



A HELP TO PROFESSIONAL MEN. 

It is a common expression with professional men, "Oh, I 
have got all the authorities on the subject in my bookcase, 
and can look up the information at any time." Precisely so ;. 
the information is in the bookcase, and it remains there, too ! 
Then, when a question arises, "all the authorities" are taken, 
down and dusted, and an hour or two devoted to seeing what 
the authorities have to say, and other hours are wasted in 
vain endeavor to decide which authority to act on. It is here- 
the great value of our work comes in. We dust the books 
and consult all the authorities, so to speak. We epitomize 
the most important data of the various engineering pro- 
fessions, and present it in clear and concise language to our 
students. 

The most successful professional men are the hardest stu- 
dents. No man can afford to stop studying when he leaves 
college. When he commences the practice of his profession 
he finds that he needs to know thoroughly many things which 
he studied indifferently, and soon forgot, as well as many 
other things which he did not study at all. To be successful 
he must study. 

There is no safe stopping place ; the world continually 
moves forward, and a man must either keep up with the pro- 
cession or fall behind. The intense fact of human life is 
change — movement ; a man must move, and unless he moves 
forward he will move backward. Study is the only sure pro- 
tection against mental rust and retrogression. 

It is the common experience of the young engineer to find 
himself out of employment. The new enterprise falls through ;. 
financial stringency compels a suspension of work ; the corpor- 
ation reorganizes, and the engineering force is succeeded by 
new appointments ; the work is completed, etc. ; these are a. 
few of many causes which may throw him out of employ- 
' ment. 

But whatever the cause of his enforced idleness, the question 
arises, what is to be done — what is the best thing to do ? The 
thing which he usually does first is to look for another posi- 
tion. If he is not immediately successful, the next best thing 
to do is to improve his "idle" time. No time should be 
wasted. Every day and moment of life should in some way be 
made to return value. Many an engineer whose professional 
life has been a series of well-earned triumphs can look back 
upon unemployed periods, which he was wise enough to take 
advantage of for needed study, as having greatly contributed 
to his success. 

Both engineers in general practice and those practicing 
specialties are the better equipped to make reputation and 
money, the more they know of all the different branches of 
engineering, as they are closely allied and frequently enter 
into the same undertaking. If an engineer, therefore, is 
thoroughly up in the branch he is practicing, he should, 
occupy his leisure time in studying other branches. 



Idle Time 
May be Im- 
proved. 



E n gineer s 
Can Take 
up Other 
Brandies. 



SCHOOL OF CIVIL ENGINEERING. 



Does Xot In- 
terfere ^vitli 
Professional 
Engage- 
ments. 



Texts Are 

Prepared by 
tlie Ablest 
Specialists. 



For instance, it often happens that an engineer, following a 
general practice, tinds that a knowledge of bridge designing 
would be very valuable to him. He is called upon to submit 
the design for a structure or to decide upon the merits of sev- 
eral designs. Instruction in all the principal engineering 
specialties can be obtained in The International Correspond- 
ence Schools. 

The student in these schools pursues his studies without 
sacrificing any of his working hours. The lesson is studied at 
the time most convenient to him, and he can carry it with 
him, so as to make good use of every idle moment. 

There are no vacations. Students receive instruction during 
the entire year. 

If anything occurs to make the student interrupt his studies 
for any length of time, he is allowed the privilege of stopping, 
and at some future time when he finds it convenient to start 
at the point he left off, he can do so. 

He studies at home, is a class by himself, and is carefully 
guided by competent teachers. The text-books used are pre- 
pared expressly for the School by the ablest specialists, and 
contain only what is necessary. Students must do thorough 
work and are expected to ask questions, on blanks sent them, 
whenever they feel the need of help. Everything is taught 
from the beginning, and nothing is taken for granted. No 
extra charge is made, no matter how long it takes the 
student to finish. Every student is sent, when he enrolls, a 
complete set of bound volumes of all the Instruction Papers, 
Question Papers and Drawing Plates used in the course, 
together with the Tables belonging thereto, and an abstract of 
all the formulas used in the course, conveniently arranged 
for reference, all fully indexed and bound in half leather. 



Difficulty of 
Getting a 
Start in Life. 



Life too Short 
to li e a r n 
E verytlilug 
l>y Experi- 
ence. 

How to Get 
the Desired 
Education. 



APPRENTICES CAN OBTAIN EDUCATIONS. 

Young men commencing in life labor under great and seri- 
ous disadvantages. The lack of education in special lines 
prevents them from making the most of their ability. Their 
services command little compensation, and their progress is 
slow. 

This is especially true of those who enter the mechanical 
trades. The graduate of the technical school soon outstrips 
the man lacking such education, notwithstanding the latter 
may have the start of many years of practical experience. 

How to obtain this education is the question which con- 
fronts young men. The great mass cannot afford to stop work 
or leave home to study. For this class, correspondence 
instruction solves the problem. It affords men an opportunity 
to acquire the same purely technical education as offered by 
our colleges and universities. While maintaining himself, 
and without leaving home, any young man can qualify him- 
self for positions of trust and responsibility. All that is ne- 
cessary is that he should make the most of his spare time. 



38 



THE COKRESPONDENCE 



Course for 
Apprentice 
MacMnists. 

Courses f o r 
Apprentices 
to Electrical 
Trades. 

Courses f o r 
Apprentice 
Steam En- 
gineers, Sur- 
V e y o r s , 
PI uml>ers, 
Miners, etc. 



Promo tions 
Usually 
Come to Ed- 
ucated Men. 



The young man employed in a machine shop can acquire a 
theoretical knowledge of machine design, and through practi- 
cal application of what he has learned, eventually become a 
mechanical engineer. 

If he is in the employ of an electric light, railway, power or 
supply manufacturing company, a Mechanical-Electrical, or 
Electrical Power and Lighting Course, will give him the 
theoretical knowledge which he must have to become a fore- 
man, superintendent, or manager. 

Courses in Steam Engineering, Plumbing, Heating and Ven- 
tilation, Civil and Mining Engineering and other branches, 
are designed for the needs of those employed in these lines or 
who think of entering them. A thorough and practical 
knowledge of any one of these subjects will prove extremely 
valuable to its possessor. The Mechanical and Architectural 
Drawing Courses offer special possibilities. Many young men 
through taking the one or other have secured positions with 
mechanical engineers, large iron and steel and other manufac- 
turing companies, in architects' offices, with contractors, 
builders, etc. 

The young man who possesses a thorough knowledge of the 
theory of any trade or profession has acquired the foundation 
for a successful career. It will enable him to perform his 
duties easier, and with greater satisfaction to himself and his 
employer. His services will become more valuable, and pro- 
motion and better pay will follow. Well-directed efforts 
count. 



AN OPEN DOOR TO YOUNG MEN. 



Many Young 
MenUnfltted 
fortheBattle 
of Life. 



Tec hni cal 
Education 
the Demand 
of tlie Times. 



The great majority of young men just leaving grammar and 
high schools are obliged to commence work at once for a living. 
Not possessing the means to continue their educations at tech- 
nical and other schools, and so fit themselves for some particu- 
lar calling, they turn their attention to the business opportuni- 
ties that first offer. The engineering professions appeal to but 
few, for the majority think if they enter these fields, they 
can never become more than journeymen or subordinates. 
Accordingly, clerkships in stores and offices are accepted, and 
as clerks in stores and offices most of them continue to the 
end of their days. Thousands through this unfortunate error- 
waste their lives, who, had they entered the mechanical 
trades and engineering professions, might have advanced to 
important positions. 

The young men of this country need to be awakened to the 
value of technical education. Great inventions and the suc- 
cessful completion of vast engineering projects form the 
greater part of the permanent history of the last one hundred 
years, and for years to come the greatest triumphs of men will 
be the mastery of the forces of nature and their subjection to 
the service of the race. A natural question is, who will fill 
the responsible positions resulting from this development ? 
They must be men of practical experience and technical 



SCHOOL OF CIVIL ENGINEERING. 



39 



Profitable 
Positions for 
Those Com- 
p e t e n t to 
Fill Them. 



Ho TV to Be- 
come a Me- 
c h. a n ieal , 
E 1 e c t r ical , 
Civil, Sani- 
tary or Min- 
ing Engineer 
or an ArcM- 
tect. 



Given tlie 
Benefit of 
Others' Ex- 
perience. 



We Can Edu- 
cate Your 
Sons. 



education. The answer is, they will be the men who now 
grasp every opportunity for knowledge, and educate them- 
selves. Every young man who aspires to a home of his own, 
or to the respect and confidence of his employers, or the 
community in which he lives, must, in these times, obtain 
an education. 

In every engineering profession there is plenty of room at 
the top, and any young man, with fair natural ability, and a 
capacity for application to study and work, may hope to attain 
eminence in it. There is no path to human achievement that 
is barred from the labor and brain of young men. 

A young man without means can learn the engineering pro- 
fession of his choice by becoming an apprentice connected 
with it, or by entering the drawing-room of an engineering 
establishment. He can get his technical education from us 
by the correspondence method, and at the same time main- 
tain himself. This is the best way to learn a profession, 
because the young man who learns a trade and also a profes- 
sion is doubly equipped and is bound to succeed. 

He can enter a machine shop as an apprentice, and by study- 
ing mechanics and mechanical drawing at home, qualify 
himself as a mechanical engineer. 

He can secure employment with an electric light, railway or 
power, or supply manufacturing company, and through a cor- 
respondence course in electricity fit himself for the position 
of foreman, superintendent or manager. 

He can engage as chainman on an engineering corps, and 
while performing subordinate duties, study to be a civil or 
mining engineer. 

He can learn the carpentering or bricklaying trade, and by 
taking a course in architecture and architectural drawing, 
become an architect, contractor, or builder. 

Other courses present like opportunities. They are all 
designed to meet the needs of men who cannot leave home to 
study, and have only their spare time to devote to it. All that 
they must know is taught them, and each subject is so pre- 
sented that they can grasp it. They are given the benefit of 
the experience of others, with competent Instructors to direct 
their efforts. A knowledge of the theory of any trade or pro- 
fession is the foundation for a successful career. This founda- 
tion can be obtained through correspondence instruction. 

A course in The International Correspondence Schools is, 
therefore, an "open door " through which the needy but indus- 
trious young man can enter the path to success and make for 
himself a useful and eminent career. 

To those engineers, superintendents, foremen and others 
who have sons whose associations are such as to give them 
some familiarity with engineering subjects, The International 
Correspondence Schools are recommended as worthy of inves- 
tigation and patronage. A course in these Schools will enable 
a young man to efficiently fill responsible positions years 
before those who have not had such instruction. 



40 



THE CORRESPONDENCE 



Such men can recollect the difficulty they themselves expe- 
rienced in mastering the ''reason why'" of their work, and 
they must see the great good which their boys will gain by 
being thoroughly educated in the theory of their vocations. 

The instruction we give teacnes young men tne necessity of 
study as the opening wedge to advancement, and qualifies 
them to intelligently read technical books and papers. 

To those who go through a Course and pass the final exam- 
ination, Diplomas or Certificates of Proficiency are given. 



Courses lii 
DraTving" and. 
Designing. 



Business 

Courses. 

Profession of 
Clienaistry. 



WeCanTeacli 
Any Man 
ysmo AYill 
Study. 



AN OPPORTUNITY FOR WOMEN. 

Any woman gifted with artistic taste (what woman is not?), 
and who is desirous of becoming self-supporting, can qualify 
herself for pleasant and profitable work in an architectural or 
mechanical drafting-room by taking an Architectural Draw- 
ing and Designing or a Mechanical Drawing Scholarship. 

In the best class of architects' offices there is a growing 
demand for women as designers of interior decorations, and 
numbers of women are already occupying such positions. 
Making tracings of either mechanical or architectural draw- 
ings is particularly agreeable work for women, and is not 
difficult to learn. 

Or a woman can take a course in The Correspondence School 
of Bookkeeping and Stenography, and qualify herself for a 
business position. 

Or a woman can take a course in The Correspondence 
School of Chemistry, and fit herself for a position as a chemist. 
Because of their innate honesty, their superior patience, del- 
icacy of touch, and fine sensibilities, women are particularly 
well adapted for the work of chemistry. Women are strongly 
advised to consider the possibilities which the profession of 
chemistry offers to their sex. 

FOR THOSE OF LIMITED EDUCATION. 

No man should hold back from enrolling because he is a 
poor writer or speller. Unless he tries to inform himself he 
will always remain ignorant, and there is no better way of 
learning to write and spell than to undertake a course of 
correspondence instruction. 

We advertise a thorough plan of education, and nothing can 
be thorough which does not begin at the beginning. 

We guarantee to teach every person who enrolls, provided 
he will comply with one condition — viz., he must study. If 
he will study he can learn. We take a great deal of pains 
with backward students. They cannot exhaust our patience, 
and our best friends and strongest endorsers are those stu- 
dents with whom we have had the greatest trouble. Men 
have been taught arithmetic who could not do the simplest 
problem in addition when they joined the School. 



SCHOOL OF CIVIL ENGINEERING. 



41 



The Dull Stu- 
dent Event- 
ually C'oni- 
p 1 e t e s tlie 
Same Studies 
as tlae Bright 
One. 



Some students can do their work more quickly than others, 
because of natural ability, previous education, or more time 
for study. Suppose two men join on tlie same day. One is 
brighter than the other, and is able to write out his answers to 
the questions in one of the Question Papers in, say, three 
days, while the other man takes, perhaps, a week. Now, if 
one student had to wait on another, the brighter student 
Avould be delayed in this case, but as every student is a class 
in himself, each is advanced in the course as fast as his ability 
will carry him, independently of others. But even if the dull 
student does progress more slowly, it is only a question of 
time until he completes the same studies. 

Testimonials. The following are samples of hundreds of testimonials in our 
possession : 

* ' I practically knew nothing of arithmetic when I started ; 
now anything ordinary is not difficult for me." 

"When I first became a student I was ignorant of arith- 
metic, but I would not take five times the amount of the 
course for what I know about it now." 

''When I enrolled, all that I could do was simple addition. 
I could not do subtraction at all. I am doing a lot better than I 
thought I would have done." 

"For anyone who, like myself, had no early education, it is 
one of the best investments to make. The cost is nothing 
compared to the benefits received in return." 

"I was sent to work when I was twelve years of age, and 
consequently suffered in my education, but thanks to The 
International Correspondence Schools, I am making up for 
what I lost." 

"My course with you is just like having some one by my 
side, the instructions are so easily understood. Branches that 
I thought I would never be able to understand, I have easily 
mastered. ' ' 

"It seemed at first almost impossible for me to make any 
headway, but now, thanks to your kind words of encourage- 
ment and admirable method of teaching, I find that whatever 
lessons you send me are overcome by a little patience." 

"I cannot but be very well satisfied with my progress, 
thanks to your special trouble in regard to me. To those 
intending to follow any of the courses of your Institution I 
will most gladly testify to the value of your teaching." 

" It is a thing I have been looking for for some time, having 
been put to work when I was quite young, and, like many 
others, deprived of early education. My only regret is that I 
did not hear of the School sooner than I did." 

" I took a Scholarship in the English Branches about a year 
ago, and although I have only used my spare moments for 
study, the education I have already received^ through your 
correspondence method is certainly worth ten times the price 
I paid for my Scholarship." 



42 



THE COERESPONDENCE 



Students En- 
couraged 
audAssisted . 



Tauglit Until 
Qualified to 
Pass t h. e 
Final Exam- 
ination. 



Our Instructors know that most of those who are enrolled 
with us begin their studies at the close of a day's weary toil, 
while the many cares and anxieties of their daily lives are 
crowding close upon them, and they know, too, if the work 
which students send in for examination and criticism could 
but speak, what stories it might tell of hours of patient toil 
by the light of the midnight lamp. Knowing these things, 
they throw out many valuable hints adapted to the individual 
needs of the student, as brought out by his abilities and 
defects, as shown in his work. All efforts are appreciated, 
every improvement noted, and the learner encouraged in every 
way. The student has a conscientious and sympathetic friend 
to lead him on, and need not fear to trouble the Instructors. It 
is their duty to render all possible assistance. 

The student is taught not by text-books, but by Instruction 
Papers specially prepared by our own Instructors, and pur- 
posely w^ritten in the plainest, most concise manner possible. 
All unnecessary matter is omitted. The Instruction Papers 
are liberally illustrated by our own draftsmen, and in every 
way special pains are taken with dull students. 

We enter into an agreement with each student to keep 
teaching him until he is qualified to pass the final examina- 
tion and receive his Diploma or Certificate of Proficiency, no 
matter how long it may take, nor how often it may be neces- 
sary to review. 



SUITED TO MEN OF MATURE YEARS. 



No One 
Old. 



Too 



Mental Pow- 
er Improves 
witli Age. 



Con spicuous 
Examples. 



A word to those who think they are too old to learn. It is a 
fact that a boy's brain does not attain its maximum size until 
he is about sixteen years of age, and that it does not mature 
until he is twenty-five. His physical powers do not mature 
until he is about thirty-five, and eminent authorities believe 
■that a man does not attain his intellectual prime until he is 
forty-nine or fifty years of age, and that the best years of his 
life for study or work are after he has passed his fiftieth birth- 
day. Plutarch, the greatest of ancient historians and biograph- 
ers, did not commence the Latin language until he was almost 
eighty years old ; and Cato was eighty before he took up the 
Greek language. Isaac Walton wrote some of his best works 
after he was eighty-five. Hobbes, at eighty-seven years of age, 
translated the " Iliad." 

Bishop John H. Vincent, founder of the Chautauqua move- 
ment, has long claimed that the best time for a man to study 
is from thirty to sixty, and the careers of Gladstone, Bismarck, 
David Dudley Field, Senators Edmunds and Sherman, and a 
host of others, prove that the period of highest usefulness may 
not be reached until a man has passed his seventieth, or his 
eightieth birthday. With the inspiration of such examples as 
these, how foolish it is for a man less than fifty years of age to 
think he is too old to stud5\ 



I 



SCHOOL OF CIVIL ENGINEERING. 



43 



Average Ages 
of Our Stu- 
dents. 



The Ripened 
Inte llect 
QulcklyCom- 
prelieuds. 



Impo r t a n c e 
of tlie Habit 
of Study. 



The average age of our students is almost twenty-seven. 
Nearly a third are over thirty, several hundred are over forty, 
and a number are over sixty years of age. It will thus be seen 
that age has nothing to do with it. It is merely a question of 
determination to make something of one's self. 

The best time to learn the A-B-C's and such simple things 
as require less the exercise of the reasoning faculties than child- 
like faith in what we are told, is w^hen we are young, because 
then there is nothing else we can do. However, a man of forty 
years can learn to read as easily and as quickly as a child of 
five. At his time of life his intellect is riper and his mind in 
better condition to study larger things. But it is in condition 
to study anything, and it is only necessary that he form habits 
of application and logical thought to successfully study any 
scientific, technical, or other subject. 

We wish to place especial emphasis upon the formation of 
the habit of logical thought — the ability to investigate, to 
reason, to deduce conclusions — in short, the habit of study. 
This is the most valuable thing which a man gets in college ; 
it is worth infinitely more to him than all the rules and for- 
mulas which he commits to memory. There is no sufficient 
reason why this habit of study may not be cultivated outside 
of college and at any time of life. A man should have the 
benefit of judicious guidance in the selection and arrangement 
of his studies and be assisted over such difficulties as he may 
encounter. With such assistance — or, indeed without it — an 
intelligent man can take up any study, at any time of life, 
and successfully learn what any man has learned. 



METHOD OF INSTRUCTION ESPECIALLY 
ADAPTED TO THE NEEDS OF THOSE 
LIVING IN ISOLATED LOCALITIES. 



Especially 
Suited to the 
r a r in e r , 
li u m h e r - 
man, Light- 
house Xeep- 
er. Soldier, 
Sailor, etc. 



The correspondence method of instruction meets the require- 
ments of farmers and their families, farm hands, young men 
and others in small villages having few educational advantages, 
planters, lumbermen, stock raisers, herders and drovers, 
miners, lighthouse keepers, soldiers, sailors and marines, 
postmasters, express agents and others who desire to educate 
themselves, but, by reason of the isolated localities in which 
they live or the nature of the business in which they are 
engaged, are prevented from attending school. 

Students engaged in these lines of business are studying suc- 
cessfully by our correspondence system. Each student par- 
ticipates equally in the benefits of the Schools, no matter how 
much he is isolated from the others. 

The question is sometimes asked, "How can a man learn 
without seeing his teacher ? " He does not require to see his 
teacher, for the teacher writes to him, if necessary every day,. 



44 



THE COERESPONDENCE 



giving detailed information by letter in full explanation of 
every difficulty he meets with in his lessons, and he learns 
from these and from his Instruction and Question Papers as 
well as if the teacher were present. 

There is no fixed time for the sending of each set of papers 
by mail, but each student receives another installment of 
work when he has proven himself proficient in the one he has 
in hand, and the speed with which he gets through his course 
depends upon his application to the work. 



Proof That 
TV^e Can Suc- 
ce s s f ul 1 y 
Teach. Those 
liivlng- at a 
Great Dis- 
tance. 



That our Schools fully meet the wants of those living in 
isolated localities is proven by our large enrollment which 
represents all parts of the civilized world. We have students 
in the mining camps of Alaska and the far West, in distant 
military posts, in the life saving stations of the seacoast and 
the great lakes and other equally remote sections of the United 
States. 



Students In The Schools have many students in foreign lands. In South 
All Parts of America, Europe, Asia, Africa, Australia, Tasmania, and New 
the TVorld. Zealand ; wherever the mails go, The International Corre- 
spondence Schools are furnishing instruction to many who 
live in such isolated localities that they could not educate 
themselves in any other way. See page 18. 



Students 1 n 
Par A^vay 
Mining 
Camps Rep- 
resented. 



Many S t u - 
dents In the 
U. S. :N"avy. 



A student, whose home is about ten thousand miles from 
Scranton, writes, ' ' Your methods are thorough and are con- 
ducive to pleasure as well as knowledge. It is a great advan- 
tage to be able to correspond on subjects in which one is 
desirous of improving. ' ' Another writes from a South African 
mining camp, " I feel that you have an interest in each of your 
students and cannot speak too highly of your method of instruc- 
tion by mail." 

Many students of the Schools in the United States Navy are 
studying as successfully on shipboard as if they w^ere ashore. 
^Although the men-of-war to which they are attached are sent 
to all parts of the world, the postal service, through the United 
States Consulates, enables them to keep in touch with the 
Instructor, and they receive the same careful attention as their 
fellow-students on land. 



KEYS TO QUESTION PAPERS. 



Special To aid students who live at such great distances from Scran- 

Helps, ton that the time occupied in sending for and receiving special 
instruction is unreasonably long, and those whose time, for 
various reasons, is too limited to enable them to devote more 
than a few hours each week to study, and others who, for vari- 
ous reasons, would otherwise make slow progress, we have 
prepared Keys to the Question Papers in all the subjects we 
teach. 



SCHOOL OF CIVIL ENGINEERING. 



45 



The Keys are not intended to be used except by those who 
find it difficult to work without them, but if employed judic- 
iously they can be made to save both time and labor without 
injury to the student. 



How to Use 
tlie Keys. 



Every Stu- 
dent Re- 
ceives a 
Complete 
Set of Keys 
Free of 
Charge. 



The correct way to use Keys is to refer to them only when 
you feel you cannot master the problems in hand without con- 
suming too much time. Even then they should, except in 
rare cases, be used only to enable you to grasp the principles 
underlying the problems. They are merely intended for ser- 
vice in those emergencies when the student feels that he must 
have help on some particular points, and does not wish to 
wait until he can write to and receive a letter from us regard- 
ing them. 

The set of bound volumes furnished to the student when he 
enrolls contains a separate book of Keys, in which are given 
solutions of all the problems in the Question Papers. Our 
experience has demonstrated that the great majority of persons 
who enroll with us are really anxious to educate themselves, 
and can, therefore, be trusted to use such keys wisely. 



No Prepara- 
tion Needed 
Except Abil- 
ity to Read 
and TV^rite. 



REQUIREMENTS FOR ADMISSION. 

To enroll, it is not necessary that the students have any pre- 
vious knowledge of arithmetic or of any of the subjects in the 
different courses, as we teach everything from tlie beginning. 
This is one reason of the success of the Schools. Our Instruc- 
tion Papers are thorough because they bring all subjects up to 
date, and give the best ideas of the ablest writers. Unlike 
text-books, they are also thorough because they take up every 
subject from the beginning. Thorough in both ways. 

The qualifications necessary to become a student are few. 
To enable any person to enter the School it is only necessary 
that he be able to read and write in the English language. 
With this preparation we can teach arithmetic or drawing, 
and afterward, in order, algebra, geometry, and trigonometry, 
and the more advanced subjects. 



Application 
Eorm. 



RULES FOR ENROLLING. 

Every student on enrolling must sign an application form 
which will be supplied to him. In this application he binds 
himself not to permit any person not a holder of a similar 
Scholarship to study from the Instruction and Question Papers, 
Keys or Drawing Plates furnished by the Schools, without per- 
mission from the Manager, under penalty of forfeiture of the 
privileges of the Schools. 

We do not object to students showing Instruction or Ques- 
tion Papers, either for the purpose of obtaining assistance from 



46 



THE CORRESPONDENCE 



others, or giving information regarding our method of instruc- 
tion. 

How to En- To enroll, it is only necessary to fill out the application form 
roll. and send it to us with the full price of the Scholarship, if you 

desire to pay in advance, or the first payment if you prefer 
to pay in installments, and immediately upon receipt of the 
application properly filled out, accompanied by the money, 
you will be enrolled as a student and your first work forwarded 
to you. 

Persons May Students may enroll at any time ; the only qualification 
Join at Any required is ability to read and write, and the only thing neces- 
Ttme. sary to succeed is study. All the subjects we advertise to 

teach are taught by us with great success. 

No reduction in the price of Scholarships is made because 
the person wishing to enroll is already well informed in one or 
more of the subjects of the Course in which he desires to 
enroll. 



Certificate 
of Scliolar- 
s li i p Is an 
Agre e m e n t 
to Give In- 
str uc 1 1 o n 
Until Stu- 
dent is Pro- 
ficient. 



TThy You 
Should En- 
roll Imme- 
diately. 



Scliolarslii p s 
Transfer- 
able. 



We issue to every person who purchases a Scholarship in 
The International Correspondence Schools, as soon as we 
receive full payment, a Scholarship Certificate similar to that 
shown in the accompanying full-page illustration. These Cer- 
tificates are agreements to give instruction to the student until 
he is proficient in the branches included in his Scholarship 
and has received his Diploma, no matter how long it may 
take. He can study when and where he pleases, so that if it 
is not convenient for him to do the work this year, he can 
do it next year or the year after. He is thus protected from 
loss through demands upon his time unforeseen at the time of 
his enrollment. 

If you are thinking of learning to draw or of studying the 
theory of your trade, or of preparing yourself to engage in 
some of the trades or professions the theory of which we 
teach, do not put the matter off. Enroll without delay. If 
you postpone for six months commencing to study, it will be 
just that much longer before you will profit by your education. 
If you do not make a decision now, you may not do so at all. 
Procrastination may result in great loss to you, because in this 
country, in this age of invention, industrial progress, and rapid 
increase of wealth, every man blessed with good health and a 
fair technical education can safely calculate upon achieving 
business success. 

We do not cancel Scholarships or refund money paid for 
them. 

It is understood that if at any time a student desires to stop study- 
ing he has the right to sell his Scholarship or give it to some other 
person, and that it . is transferable. The charge for transferring 
Scholarships is ^1.00, and the charge to the person receiving the 
Scholarship, for instruction in the subjects in which the student has 
received instruction, does not exceed ^2.50 per subject, except where 
the average price of the subjects, as found by dividing the price of the 
Scholarship by the number of subjects included therein, is greater 
than $2.50. 



1 



SCHOOL OF CIVIL ENGINEERING. 



47 




48 



THE COERESPONDENGE 



DraTTlngMay 
be Taken in 
Connection 
TTith. Otlier 
Studies. 



ORDER OF WORK. 

Students have the option of taking Drawing in connection 
with their other studies, but are required to take the remaining 
subjects of their Courses in the order given in the schedule of 
studies in the Circular of Information. As it is to the student's 
interest to take the subjects in this order, this rule will be 
strictly enforced. 



THE EXPENSES CONNECTED WITH A COURSE. 

An Education The cost of education in our Schools is much less than 
TVithin the that of similar instruction obtained elsewhere in the world. 
Reacliof All. It is so small that even the most indigent can hope sometime 
to be in a position to study with us. 

To obtain a technical education in a regular school or college 
costs a sum which to the majority of people is a small fortune. 
It includes board for three or four years, and is so great that 
99 per cent, of those who would be benefited by technical 
education and who are anxious to get it, can never hope to 
command it for the purpose. 

In our Schools the expenses, other than the prices of the 
Scholarships, are limited to the cost of paper on which to write 
the answers to the questions, the postage to send these answers 
to the Schools, and, in some of the Courses, a small amount of 
inexpensive instruments and apparatus. 



Only Foui' 
Items of Ex- 
penditure. 



Tlie Courses 
Cheap at Ten 
Times the 
Price. 



Payment May 
be Made by 
Install- 
ments. 



THE PRICES OF SCHOLARSHIPS. 

. The Scholarships are cheap at ten times the price asked, but 
the prices are purposely made low because the classes whom 
the Schools are intended to reach cannot pay more. The cost 
of a Scholarship in The International Correspondence Schools 
is even less than the cost of the text-books which a student 
must have in pursuing the same studies in a regular technical 
school. 

For the convenience of those who wish to pay for the Scholar- 
ships in small amounts, we accept payment in monthly install- 
ments. 

Students in our Schools are not obliged to buy any books 
whatever. The Instruction Papers are complete text-books. 

Every pupil who buys a Scholarship is entitled to the full 
benefits of the School until proficiency is gained in the sub- 
jects undertaken, and he has passed the final examination and 
obtained a Diploma or Certificate of Proficiency, no mat- 
ter how long it may take him. 




'■', ^-- . ] 


^^:m' — 


=^— - -r 


I : ■; ^ 




l"l ''-'^:' 


-_.=5_=rj^^^PU 



r 25, IS93. 

Accompanying Instruction Paper 



JOHN SMITH, CLASS Nl^iM- 

DRAWING PLATE NO. XVIII. 
u ■ , nrawlM of The ConespoDdeuce School of Civil Engineering. (Reduced.) 
Mechanical urattius 



SCHOOL OF CIVIL ENGINEERING. 



4U 



THE COST OF PAPER ON WHICH TO WRITE THE ANSWERS 
TO THE QUESTIONS. 

students The student supplies himself with foolscap paper on which 
Must Use to do his work. As the price of the postage increases with the 
Liight Paper, weight of the paper, it is advantageous alike to him and to our- 
selves for him to use as light paper as possible. 

Prices of T.S. The Technical Supply Company, Scranton, Pa., will mrnish 
Co. Paper. good light linen paper, 13x8^ inches, at the following rates : 

100 sheets by mail (postage paid) $0.45 



250 
500 
100 
250 
500 



1.15 

' " *' '' 2.25' 

'express ( purchaser to pay expressage ) 0. 30- 
i u u u u 0.80 

' " '' '' '' 1.50 



Students can order directly from them or through us, hut 
they are not required to do so. If they buy elsewhere they 
are requested to buy light paper of good quality, as it makes 
a considerable difference in the postage. 



May be Pur- 
chased Else- 
"wliere. 



THE COST OF OUTFITS. 

Unless they already have similar instruments and apparatus, 
students in some of our chemical and mining courses require 
chemical outfits and students in courses which include instruc- 
tion in drawing need a drawing outfit such as is described in 
our Circulars of Information. The prices of these outfits 
range from $5 up. The goods comprising them are of good 
quality, and the price given is lower than they can be bought 
for from retailers of such goods. 

Students are not required to purchase these goods of The 
Technical Supply Company or through us. They can buy 
them where they see fit. But intending purchasers will find 
that both in price and quality The Technical Supply Company- 
can do better than local dealers. 



Average Cost 
for Postage. 



THE POSTAGE TO SEND THE ANSWERS TO THE SCHOOL 

The work of the students is sent to us in sealed envelope© 
( which we furnish ) as "first-class mail matter," the rate for 
which is two cents for each ounce or fraction thereof, prepaid. 
It is a violation of the postal laws to send it as ** third-class 
matter. ' ' 

The postage bill of the average student is about one-tenth of 
the price of his Scholarship. 

The School pays the postage on the Instruction and Ques- 
tion Papers, Drawing Plates and all other communications sent 
to the student, and furnishes him with envelopes and informa- 
tion blanks free of charge. 



50 



THE CORRESPONDENCE 



DIPLOMAS AND CERTIFICATES OF PROFICIENCY 



What the Di- 
plomas Are. 



Ho-w 



Granted. 



High Stand- 
ard M a 1 n- 
talned. 



The Final Ex- 
amination. 



Diplomas and Certificates of Proficiency are issued, to students 
completing all the subjects of the courses who pass the final 
examination. These Diplomas and Certificates are the legally 
authenticated declarations of the Instructors of the Schools 
that the holders thereof have successfully completed the study 
of the subjects named, and have satisfied them of their pro- 
ficiency therein. They do not carry with them degrees. 

They are granted on final examination papers answered by 
the student after he has completed his studies, before a witness 
appointed by the Principal, if he considers it necessary to 
appoint one. The student's answers to the final examination 
papers become the property of the Schools and will not be 
returned. 

A high standard is maintained for the Diplomas and Cer- 
tificates of Proficiency of The International Correspondence 
Schools by only issuing them to those who have faithfully 
passed through the courses and proved by the final examina- 
tion that they are entitled to possess them. 

We do not bind ourselves in our Scholarship Certificate to 
give a Diploma or Certificate of Proficiency when the student 
has passed through all the subjects of a particular course of 
study, but we do bind ourselves to instruct until the student 
is qualified to receive the Diploma or Certificate. If a studeix<} 
after completing a course is found, on final examination, not to 
understand the subjects well enough to qualify him to receive 
a Diploma or Certificate, he is required to review the whole 
course or the branches in which he is deficient, and he is kept 
reviewing until he satisfies the Instructors that he has a good 
knowledge of all the subjects in the court^e. 

Under no circumstances are they issued to undeserving per- 
sons ; so that to hold one is of itself evidence that the holder 
has been a faithful student and possesses the education 
claimed. 



Students Can 
O to tain at 
Once C o m- 
plete Bound 
Sets of All 
Papers. 



Superior Ex- 
amples of the 
Print e r s' 

Art. 



BOUND VOLUMES. 

Realizing the almost inestimable value which our Instruc- 
tion Papers, Question Papers, Drawing Plates and Keys possess 
to those who have studied them, and the importance of having 
them in such a shape that they can be referred to or reviewed 
at any time, we have made arrangements to have them 
revised, reprinted, and bound into volumes convenient to 
handle, and which can be used and preserved for a life-time. 
These Volumes, all fully indexed and bound in half leather, 
and constituting a complete duplicate set of all the Papers sent 
to the student from the time he enrolls until he finishes his 
course, are now sent to the student free of charge, as soon as 
he enrolls. 

Although the expense connected with the preparation of 
these Bound Volumes has been very great, we have allowed 
nothing to stand in the way of our turning out examples of 
text-book work that have never been excelled. In every way 



SCHOOL OF CIVIL ENGINEERING. 



51 



— illustrations, binding, paper, typography, printing, etc. — 
these bound volumes are unapproached. The type was 
selected with great care. The paper has a smooth finish, and 
is of that delightful cream color which is so easy on the eyes 
when reading by artificial light. 



Indexing. 



Everything 
Necessary to 
a Complete 
Engineering 
Education. 



JF e a t ures of 
ttie Arlth.- 
metlc. 



-Subjects Fol- 
low In Logi- 
cal Order. 



-Helpful Ref- 
erences to 
Preliminary 
Subjects. 



The indexes are very full, so that the reader can find almost 
instantly any definition, rule, description, etc. that he wishes. 
Whenever it has been deemed advisable, the same reference 
has been indexed in several places. Thus, "centrifugal force " 
may be found under "C" or under "F" ; and "mechanical 
equivalent of heat" under "M," under "E," or under "H." 
Great attention has been given to every detail that would be 
likely to benefit the reader in any way. 

Any one who owns a set of these bound volumes can thoroughly 
inform himself in regard to the trade or profession treated of in 
them, provided he can read and write the English language. 
Arithmetic is included in each course and it commences at the 
very beginning ;• the digits are named and defined, and 
instructions are given for reading numbers and writing them. 
The sections on square and cube root and on ratio and propor- 
tion are very full and complete ; they contain more practical 
information and the explanations are clearer than can be found 
in any other arithmetic. One or more examples, together with 
their solutions, are given immediately after each rule, in order 
to show the application of the rule, and numerous " examples 
for practice" are scattered throughout the entire paper. 
AVhenever possible, these examples have been made to corre- 
spond with those which would be likely to arise in actual 
practice ; that is, instead of making the examples relate to 
apples, cows, sheep, etc., the aim has been in the engineering 
courses to make them apply to engines, pumps, economizers, 
and other details. Moreover, our arithmetic is strictly up-to- 
date, and any one, no matter how much he may know of the 
subject, will obtain new and valuable ideas by carefully read- 
ing it through. It may likewise be added that in the engi- 
neering courses only those portions of arithmetic are given 
wiiich the student really needs in order to intelligently study 
the remainder of his course, and to read and comprehend the 
arithmetical work that occurs in text-books relating to engi- 
neering. 

The other subjects then follow in rotation, and in such man- 
ner that no knowledge of any succeeding subject is required 
in order that any part of the subject being studied may be 
clearly understood. Each subject is treated as fully as is 
necessary to give the student a thorough w^orking knowledge, 
both of the theory and practice. Constant references are made 
to the preceding subjects, and many of the examples are so 
stated that the student is obliged to" use rules, formulas, prin- 
ciples, etc. that he has already learned when studying a prece- 
ding subject, in order to solve these examples. By this means he 
keeps himself constantly in touch with what he has previously 
learned, and the constant application of what he already knows 
to the subject he is studying not only shows him the value of 
the knowledge already gained, but it also i -^presses that 



62 



THE COREESPONDENCE 



knowledge more firmly upon his mind. The writers know 
from actual experience just what portions of the text are likely 
to prove most troublesome to one who is studying the subject 
for the first time, and every effort has been made to state the 
facts in language which shall be comprehensible to the reader. 

Simplicity. Writers of text-books which are intended to be used in 

schools and colleges understand the subject so well themselves 
that they frequently forget that what is so clear and apparent 
to them may not be so to others ; as a consequence, their 
explanations of some of the simpler facts — which are of vital 
importance later — are not adequate to impress the full mean- 
ing upon the mind of the reader. Any one who has ever 
studied a mathematical or technical work will readily acknowl- 
edge that it is impossible to obtain a clear understanding of the 
subject unless the reader fully comprehends the meaning of 
the definitions, laws, axioms, and rules, for it is from these as 
the roots that the tree is developed. Our writers are fully 
conscious of this fact, and they have endeavored, assisted by 
constant references to preceding paragraphs and citations of 
facts of e very-day life, to lead the student's thoughts into such 

Conciseness, channels that he will readily perceive the truths that he is 
endeavoring to learn — and to understand them. The explana- 
tions are not so full, however, as to react on the student's 
mind and tend to confuse him by their very wealth of detail ; 
indeed, we make the claim that we cover more ground by our 
method in a smaller number of pages than any other text- 
books published, not requiring a knowledge of the higher 
mathematics. One reason for this is that different subjects 
are written up especially for the courses in which they are 
included ; and we are thus enabled to eliminate matters that 
other authors are obliged to insert, as their books must be 
more general than ours. 

Practical Any one wishing to review subjects which he has previously 
Presenta- studied, but is now "rusty" in, will find our Bound Volumes 
tion of Sub- of great benefit to him. The practical w^ay in which subjects 
jects. -are presented will at once appeal to his sense of " fitness of 

things," and he will obtain a better idea of the real value of 
theory, as applied to the trades and engineering, than he eyer 
had before. Many statements which used to puzzle him, or 
which he comprehended only after much study and hard 
thinking, he will find explained in such a manner that it will 
really be a pleasure to review his studies. For example : the 
subject of resolution of forces, as usually treated in works on 
mechanics, is not sufficiently clear to give the student a thor- 
ough understanding of its leading principle. Thus, the reader 
is told that if he wishes to find the effect which a given force 
will produce in any required direction, he must resolve the 
given force into two components, one of which shall be parallel 
to the required direction, and the other perpendicular to it. 
Principles The reasons for drawing the components in this arbitrary 
Fully Ex- manner are so obvious to the author that he overlooks the 
plained. fact that they may trouble a beginner exceedingly ; and even 

if he did think of it, he would regard the matter as not worth 
mentioning, because a little independent thought on the part 



SCHOOL OF CIVIL ENGINEERING. 



53 



of the reader would show him the reasons for so drawing them. 
We, however, do not regard the matter in tliat Hght ; we 
think that anything relating to principles, particularly princi- 
ples that are used as frequently as that of resolution of forces, 
should be explained as fully and as simply as possible. While 
we endeavor to train the student to think for himself, we do 
it by causing him to think out new ways of applying the 
principles which he has learned — not by trying to muddle him 
in regard to the principles themselves. 



Our T^^riters 
Have Special 
Facilities. 



Each Revi- 
sion a Step 
Fomvard. 



Cont i n u o u s 
Xuniber i n g 
of Pages, 
Articles and 
Figures. 



J\.rrange- 
ment of ttie 
D r a >vi n g 
J»lates, Etc. 



In this connection, it will be well to note one great advan- 
tage that we possess over all other writers of text-books. Our 
many thousands of students comprise men of every walk of 
life ; men of considerable education and men of no education ; 
men who can reason w^ell and men who cannot ; and, as a con- 
sequence, we receive many letters containing suggestions and 
inquiries every day. From these letters we are enabled to 
determine the particular poincs that are most troublesome to 
our students ; and when we get out a new edition of an 
Instruction Paper, we endeavor to remedy all the defects and 
to clear up troublesome statements, explanations, etc. that 
may have occurred in the first edition. The third edition 
goes through the same process, if it is deemed necessary. 
Many Papers in our bound volumes have been through from 
two to five editions and as many revisions, and their adapta- 
bility to all classes of readers ought, therefore, to be apparent. 
When an ordinary text-book is revised, the revision is usually 
accomplished by adding more to it — not by straightening out 
the text, which is very rarely changed, for the authors have 
no such means as we have of finding out the difficulties that 
beset their readers. Then, too, as the ordinary text-book is 
very rarely intended for self-instruction, the author might not 
deem it advisable to alter the original text, preferring to leave 
it to the teacher to explain any difficulty that may arise. 

In these Bound Volumes the article numbers, page numbers, 
figure numbers, formula numbers, etc. are continuous, thus 
making all references easy to look up, and preventing the 
many mistakes that would be likely to occur if the article 
numbers, figure numbers, etc. began with 1 in each volume. 
At the back of each volume, the Question Papers that accom- 
pany the Instruction Papers in that volume are placed in 
regular order. The questions are also numbered continuously 
throughout the course. 

We have paid particular attention to the arrangement of the 
instructions for drawing and the drawing plates. In order to 
obviate the inconvenience arising from the presence of folding 
plates in a book of this kind, this volume differs in form from 
that of other volumes. Its size is 11}^^ x 14J^^ (opening to 11-K^ 
X 29^0 J the drawing plates being 12 inches long between the 
border-lines. This has enabled us to place the description of 
each plate opposite the plate referred to, thus avoiding any 
turning of leaves when comparing the text with the plates. 
To one who has been accustomed to the ordinary works on 
drawing, this volume will prove a revelation. The plates are 
exact reproductions of actual drawings, by the photo-zinc 



54 



THE CORRESPONDENCE 



process, and are slightly reduced, in order to prevent the 
student from copying the drawing by the use of his spacing 
dividers, or other similar device. As examples of the drafts- 
man's art, these plates cannot be surpassed, and we have never 
seen them equalled ; the beautiful evenness of the sectioning, 
width of lines, and shading acts as an inspiration and an incen- 
tive to the student. A very complete index is also furnished. 
It may here be remarked that the majority of the plates are 
drawings of machine details taken from blue-prints. 



A Volume 
of Tables, 
Rules, and 
formulas. 



!N"otliing Sim- 
11 ar Ever 
Before Pub- 
lished. 



A n s w ers to 
Quest Jans. 



In each set there is a volume containing all the principal 
tables, rules, and formulas that are given in the other volumes. 
Each letter used in a formula is defined immediately above it. 
The formula number and the number of the article in which 
it occurs are placed after, and a heading stating the purpose of 
the formula or rule is placed directly above. The reader will 
at once perceive what a valuable aid this volume will prove to 
him. Nothing similar to it has ever before been published. 
As the book is small, it can be carried about without incon- 
venience, and it will be found an almost daily aid in actual 
work by persons engaged in engineering and mechanical pur- 
suits. All the calculations have been made and verified by 
our Instructors, men of large practical experience in the sub- 
jects treated of, and they have produced a volume, the uses of 
which will be best appreciated by those having it close at 
hand in the drafting-room, the machine shop, the engine room, 
or wherever work is done, the accuracy and rapidity of which 
may be increased by the use of labor-saving computation. 

The last volume in each set contains the answers to the 
questions and the solutions to the examples in the Instruction 
Papers of the Course, to be found at the end of the other 
volumes. These Keys are written with the utmost care and 
thoroughness, combined with our usual simplicity of state- 
ment, and are illustrated, where the subject-matter requires 
it, with drawings and diagrams in the text and upon large 
inserted folded sheets of superior paper. 

The Bound Volumes are only issued to enrolled students. 
We send them to students as soon as they enroll. If they 
have paid for their Scholarships in full, the Bound Volume's 
will belong to them, but if not, the title of the Volumes will 
remain in us until the Scholarship is paid in full. 

We have secured-, for the benefit of our students, low rates 
from the express companies on the Bound Volumes. To 
secure these reduced rates, students residing on the Pacific 
Coast must pay the express charges in advance. Before ship- 
ment we will therefore notify students residing in those States 
what the express charges will be, and they can make payment- 
in advance, through us, if they so desire. 



SCHOOL OF CIVIL ENGINEERING. 



55 



Ad van t a g e s 
of Education 
In Civil En- 
gineering. 



Respon s i b 1 e 
Posit ions 
Held by 
Graduates 
of Cornell 
University. 



THE CORRESPONDENCE SCHOOL OF 
CIVIL ENGINEERING. 

CIVIL ENGINEERING. 

In constructing permanent highways of commerce across 
desert, swamp, and plain, along hillsides, through mountains 
and over rivers, and in turning the courses of streams away 
from tlieir natural beds into channels where they will minister 
to the necessities of man and contribute tQ' the wealth and hap- 
piness of communities, civil engineering deals more directly 
with the forces of nature than any other profession. To suc- 
cessfully grapple with these forces one must have a knowledge 
of nature's laws. Such knowledge cannot be obtained in a day 
or in a j^ear ; it is the work of a lifetime. Hence, in this pro- 
fession, of all others, the man who would win success must 
avail himself of the experience of other men, or, in otherwords, 
obtain an education. The unsatisfactory, expensive and even 
disastrous effects of work planned by uneducated engineers, 
such as railway lines imperfectly located, the health and safety 
of towns and cities jeopardized by imperfect systems of water 
supply and drainage, and dreadful disasters caused by the giv- 
ing way of bridges, caving-in of tunnels, bursting of dams, etc., 
prove this statement. 

The following extract from "The Railroad Gazette" of 
November 29th, 1895, is an excellent illustration of the great 
advantage of an engineering education to the man who wushes 
to rise in the profession of civil engineering : 

"Professor Fuertes, of Cornell, has recently undertaken to 
show what has become of 386 graduates of the College of Civil 
Engineering of Cornell University. He finds among these 8 
presidents of railroads, 8 presidents of industrial corporations, 
17 city engineers, 35 engineers in practice, 5 consulting engi- 
neers, 9 contractors, and 37 chief engineers, managers, oi super- 
intendents of municipal or corporate works or manufacturing 
establishments. He finds 22 professors in colleges and' 15 asso- 
ciate professors and instructors. Of certain groups containing 
111 of these alumni nearly all are assistant chief engineers or 
assistant engineers for manufactories, municipal works, and 
corporations. There is another group of 52, one-half of whom 
are mining, mechanical, or electrical engineers, and the others 
architects, shipbuilders, and patent lawyers. Finally there isa 
group of 22 of these alumni, containing clergymen, merchants, 
bankers, farmers, and, we grieve to say, 2 politicians. It is 
true that the list compiled by Professor Fuertes accounts for 
only 341 out of 386. Of the others 28 have died and 17 had not 
been heard from when the list was made up. * * * The New 



56 



THE COREESPONDENCE 



Alumni of 
Renss e 1 a e r 
Po 1 yteclmic 
Instittite in 
Cliarg-e of 
E ngineerlng' 
Operations. 



York 'Sun' says, 'Not long ago a pamphlet was published 
giving partial records of the graduates of the Rensselaer Poly- 
technic Institute, bringing the story down to the end of 1892. 
The first graduating class was in 1826, when 10 men were grad- 
uated. The total down to the end of 1892 was about 1000 ; we 
have not the exact figures. Of these gentlemen 69 had held 
the position of chief engineer ; 34 were known to have been 
presidents of corporations ; 121 had been vice-presidents, gen- 
eral managers, or superintendents of railroads, bridge com- 
panies, steel and iron works, mining companies, coal companies, 
water works, canals, etc. ; 56 had been professors and assistant 
professors in the higher institutions of learning in this and 
other countries, besides whom many others had served in col- 
leges and technical schools as teachers in various capacities. 
It was ascertained that graduates of this institution had held 
positions as presidents, vice-presidents, and engineers, man- 
agers, or ^superintendents of railroads aggregating over 109,000 
miles in North America, while many miles of railroad had been 
built by them in South America, Europe, and Japan. 

*' Before December, 1892, 190 graduates of the R. P. I. had 
"become members of the American Society of Civil Engineers, 
146 of them in the highest grade of membership — that is, 11 
per cent of the membership of the society was made up of the 
alumni of the R. P. I. While membership in the American 
Society of Civil Engineers is not an absolute test of character 
or attainments, it is presumptive evidence that the man holding 
it stands considerably above the mean plane of human success. 

Graduates of ''The *Sun' also gives the following information, furnished 
Stevens In- by President Morton for the Stevens Institute : ' Since 1875, 551 
stitute of men have graduated there with this record : superintendents 
Teclinology and managers of the entire business of important departments 
of machine shopc and like engineering works, 148 ; consulting 
engineers, carrying on professional work on their own account, 
54 ; professors in technical or engineering colleges or schools, 
SO ; assistant -engineers or superintendents in workshops and 
like mechanical establishments, 55 ; presidents, -vice-presidents, 
secretaries, and treasurers of manufacturing companies, 16 ; 
employed in designing, drawing, and superintending construc- 
tion of machinery, 103 ; patent lawyers and solicitors, agents 
and inspectors for manufacturing companies, 36 ; superinten- 
dents of motive power on important railroads, 8 ; in employ of 
foreign corporations, 13 ; editors of engineering journals, 6 ; 
architects, 3 ; chemists, 4 ; unknown or not classified, 50 ; 
deceased, 25. 

JTo Training " Of course the engineer has had a hard time in the last two 
More Sure to or three years. Great crises like that through which we have 
Make a Sue- been passing affect him especially, and the civil engineer, like 
cessful Man. the members of any other profession with which we have come 
in contact, likes to grumble about his own hard times in the 
world. The chances are that the next doctor or lawyer or archi- 
tect whom you meet on the street will tell you that his profes- 
sion is overcrowded, and advise you strongly to put your boy 
into some other calling, and statistics show that about 90 per 



Are Equally 
Successful. 



SCHOOL OF CIVIL ENGINEERING. 



57 



cent, of those who go into business fail. Therefore, the engi- 
neer has no monopoly of hard times and precarious livelihood, 
and we still insist that there is no other training that is so sure 
to make a successful and useful and happy man. ' ' 

Mr. Gladstone has expressed the opinion that one of the 
most prominent features of the history of the nineteenth 
century will always be " the increased facilities of communica- 
tion between man and man all over the world." The historian 
of the future will place the civil engineer and the statesman 
upon the same pedestal. 



The Corre- 
spondence 
Scliool of 
Civil Engi- 
neering. 



Provides tlie 
Teclinlcal 
Edti cation 
Necessary to 
Sue cess f u 1 
Professional 
TVork. 



Instr notion 
in Mathe- 
matics and 
Physics. 



The Correspondence School of Civil Engineering is intended 
to provide a means by which those already engaged in occupa- 
tions leading up to this profession, and those who wish to enter 
such occupations may qualify for advancement. It is also 
intended to provide practicing engineers with opportunities to 
review what they have already learned, or to study special 
branches of the profession in which they lack knowledge. 
The instruction in The Correspondence School of Civil Engi- 
neering is sufficiently advanced and comprehensive to ensure 
to the graduate the technical training necessary to the success- 
ful prosecution of his professional work. The student is first, 
as in all our courses, given thorough instruction in practical 
mathematics and physics, for, as Dr. Thomas M. Drown, Presi- 
dent of Lehigh University, has well said: "There is no 
system of engineering education, however thoughtfully and 
ingeniously devised, which can do away with the drill in 
fundamental mathematical subjects. The workman must have 
fitting tools for his work and must thoroughly understand 
their use. The engineer must be fully grounded in his mathe- 
matics, physics, and mechanics, so that his mind works in 
mathematical channels without effort. This is his necessary 
equipment as an engineer ; but in acquiring this mathematical 
facility' his mind becomes, at the same time, trained in accurate, 
logical thinking, and his whole mental and moral fiber becomes 
strengthened. Specious reasoning repels him, for the quick- 
ened intellect detects fallacy. The engineer thus gains in his 
mathematical training the first qualification of an educated 
man." Upon this foundation the student commences the 
erection of what he may make, if he will, a magnificent civil 
engineering education. 



CIVIL ENGINEERING SCHOLARSHIP. 



The following is a list of the subjects included in the Com- 
plete Civil Engineering Scholarship : 

Arithmetic, algebra, logarithms, geometry and trigonometry, 

elementary mechanics, hydromechanics, pneumatics, heat, 

• j.^^^ geometrical drawing, mechanical drawing, elementary graphi- 

Civil Engl- cal statics, strength of materials, analysis of stresses, propor- 

n e e r 1 n g tioning the material, details of construction, details, bills and 

Scholarship, estimates, steam and steam engines, steam boilers, locomotives, 

descriptive astronomy, surveying, land surveying, mapping, 

railroad location, railroad construction, track work, i-ailroad 



Subjects In- 
cluded in the 
C o mp 1 et e 



58 



THE CORRESPONDENCE 



structures, elementary chemistry, economic geology of coal 
and metals, blowpiping, mineralogy, drainage, sewerage, 
streets and highways, paving, waterwheels, hydraulic machin- 
ery, water supply and distribution, irrigation, dynamos and 
motors^ electric lighting, electric railways. 



Must Con- 
stantly Re- 
vle^v or For- 
get Mucli of 
Value. 



Must Keep 
Abreast of 
tlie Times. 



Change d C on - 
dltlons Re- 
quire Im- 
proved 
Methods o f 
Construc- 
tion. 



Ad van t a g e s 
of Corre- 
spondence 
Instruction. 



Advl c e to 
Intending 
Students. 



CIVIL ENGINEERS SHOULD STUDY. 

Probably but few civil engineers ever engage in any one 
enterprise which calls for the exercise of all the professional 
knowledge they possess. If employed at one line of work, the 
engineer can scarcely fail to forget, unless he spends his spare 
time in study, much that would be of value and even necessary 
to the proper performance of his duties under other circum- 
stances. Next year, or perhaps to-morrow, circumstances may 
change, and he may be required to make use of the very things 
which he has neglected or forgotten. Again, no man can win 
the highest success in any line of business who does not study 
constantly to keep abreast with the progress of the times. 
With the civil engineer this is especially true, for his profes- 
sional duties necessitate an acquaintance with such a wide 
range of subjects, while change and improvements are going on 
so continually in every direction, that he must study or be left 
behind. This, then, is another reason whj'- the practicing 
engineer should study. 

It is not enough that the engineer be familiar with the 
methods of construction in vogue twenty years ago. What 
would have been acceptable then is now, because of changed 
economic conditions, impossible or, at least, not expedient. 
The engineer of to-day must so plan and construct his work that 
it will satisfactorily fulfil all requirements at the least possible 
cost, and, at the same time, compare favorably with the most 
modern and progressive work planned by other engineers ; 
otherwise the investment will not pay, and men, nowadays, 
who invest capital in great engineering enterprises are far 
more in search of dividends than of glory. For this reason, 
also, the practicing engineer must study. 

But it is difficult to pursue alone and unaided a course of 
systematic study ; few men can successfully do it. Our 
correspondence system exactly meets the wants of all -vviio are 
willing to devote their leisure time to study. Furthermore, 
the student's work is all in writing, and every fault and weak- 
ness is thereby made apparent, only to be corrected, while at 
the same time his mind is helped to retain the facts and 
principles studied. The student thus learns to be correct, 
explicit, and concise — qualities of great value to the civil 
engineer. 

DIVISIONS OF CIVIL ENGINEERING. 

Whatever his professional duties or aspirations may be, the 
student of engineering who enrolls in The Correspondence 
School of Civil Engineering will find it to his advantage to take 
the Complete Civil Engineering Scholarship, if it is at all pes- 



SCHOOL OF CIVIL ENGINEERING. 



5» 



sible for him to do so, because the broader his education as an 
engineer, the more successful he will be in his work. But this 
is an age of specialization, and most of our students can spare 
neither the time nor the money to study branches not directly 
Spec 1 a 1 i z a - related to the particular specialty they wish to follow. A gen- 
tiontlie Ten- eration ago a civil engineer was likely to be called upon at one 
dency of tlie time to construct a railway, at ano' er to build a canal, install 
Times. a system of water-works, erect a building, or design a piece of 

machinery, or even open a mine. Such titles as railroad 
engineering, bridge engineering, hydraulic engineering, sani- 
tary engineering, municipal engineering, and electrical engi- 
neering were unknown. The titles mechanical engineering 
and mining engineering were little used, and even to this 
day mining engineering is included in the civil engineering 
course of one of the best known technical institutions in 
the United States. 

Mr. Thomas Curtis Clarke, President of the American Society 
of Civil Engineers, is quoted in "The Railroad Gazette" of 
July 10th, 1896, as having said : " Civil Engineering is divided 
into structural, mechanical, electrical, metallurgical, hydraulic, 
mining, agricultural, chemical, sanitary, municipal, highway 
and railway engineering. These classes are again subdivided 
— as hydraulic engineering into canal, harbor, water supply, 
power, storage and irrigation engineering. Railway engineer- 
ing is divided into bridge, foundation, track, signaling, loco- 
motive and car engineering." 

Many Stn- But no one man is now expected to compete successfully with 
dents Study other men in all these various fields. Indeed, it has been 
a Special found impossible for one man to combine within himself the 
Branch of detail knowledge necessary to practice all these branches with 
Civil Engi- entire success. One branch alone is almost sufficient to make 
neering. a life study, and the engineering specialist of to-day finds him- 

self busily enough occupied in keeping abreast of the times. 
Many of the most successful engineers confine themselves to 
a single line of work. Most of our students know this, and for 
this reason, and because of lack of time and means, confine 
their studies within a comparatively narrow compass. jNIore- 
over, many of our students are civil engineers, surveyors, 
draftsmen, etc., already educated in certain branches, wha 
desire to gain a knowledge of one or more additional 
branches of engineering, or to review some branch previously 
studied. 

"We Provide While, therefore, we would advise all who are able to do so to 
Instruction take the complete Civil Engineering Scholarship, we recognize 
1 n Special- the demand for instruction in specialties and therefore provide 
ties. courses in railroad engineering, surveying and mapping, bridge 

engineering, municipal engineering and hydraulic engineering, 
which, for convenience, are described separately in the follow- 
ing pages under their respective titles. All of the subjects 
taught In these several scholarships are included in the com- 
plete Civil Engineering Course, which enibraces all of the 
subjects taught in The Correspondence School of Civil Engi- 
neering. 



60 



THE CORRESPONDENCE 



RAiLROAD ENGINEERING SCHOLARSHIP. 



A Desirable 
Profession 
for Ambi- 
tious Men. 



Tlall road Con- 
structlon 
Sure to In- 
crease. 



The profession of railroad engineering offers many oppor- 
tunities for ambitious men. Tiie rapid growth in population, 
the opening up and settlement of new sections of the country, 
the continued development of sparsely populated districts, and 
the consequent increase in productive and consumptive capaci- 
ties, require the building of many new lines of railroad and the 
extension of old lines, to provide means of transportation and 
communication. While, in periods of financial depression, 
investors shrink from new railroad enterprises, yet such ces- 
sations in railroad construction as the one we have recently 
witnessed are sure to be of only temporary duration, and some 
of the ablest political economists and other advanced thinkers 
hold that within the next 15 years not less than 100,000 addi- 
tional miles of railroad will be required in the United States. 
Railroads are being and will be constructed in large numbers 
in Asia, Africa and South America, and these, too, will give 
employment to many railroad engineers. The Trans-Siberian 
railroad and the French railroad across the Sahara desert are 
movements in this direction. Large railway undertakings are 
expected soon to be commenced in China. The construction 
of new railroads creates a demand for railroad engineers. 

The care and improvement of railroads already in operation 
also require the services of a large number of engineers. 
Many thousands of miles of railroad in the United States 
have been so hastily built that within the next generation 
the reduction of operating expenses will necessitate their 
practical reconstruction. In Europe, conditions have pre- 
vailed which have made it possible to construct the work at 
first in a manner more nearly suited to the ultimate require- 
ments of the traffic. In European countries, curves of less 
radius than 1,000 feet are rare ; in America, curves three times 
as sharp are often met with. With them, grades of 60 feet to 
a, mile are considered unusually heavy ; we have many grades 
much heavier. . Their lines have been built through populous 
districts ; many of ours have been constructed for hundreds of 
miles through uninhabited country and dreary wilderness. 
Their low rate of interest on capital enabled them to build 
tunnels and make deep cuts at once where needed, no matter 
how great the expense, while we were obliged to avoid them 
by the use of curves, loops and all kinds of cheaper and more 
or less temporary expedients ; and to the lasting credit of 
American engineers it must be said that they have overcome 
greater difficulties in the face of the necessity to economize at 
every point than the engineers of any other country. The 
extent of their success is shown by the fact that while speeds 
of 45 and 50 miles an hour are common in this country, the 
fastest express train on the continent of Europe, i. e., from 
Paris to Nice, averages but 39 miles per hour. 

Improve- But the conditions of twenty years ago are rapidly changing ; 
ment of Old tunnels are now being driven and bridges built where they 
Koads. will materially ease the grades and straighten the lines. 



Care and Im- 
pro V e m e n t 
of RailTv^ays 
In Operation 
Adds to tlie 
X)emand for 
Educated 
^Engineers. 



SCHOOL OF CIVIL ENGINEERING. 



61 



Ho^v the Sub- 
jects Are 
Treated. 



Heavy cuta and fills, which, at the time the roada were con- 
structed, were avoided because of the great expense, are now 
often made for the purpose of shortening and improving the 
lines to meet the demands of the greatly increased trailic. 

Subjects In- Our Course in Kailroad Engineering embraces arithmetic, 
eluded in our algebra, logarithms, geometry and trigonometry, elementary 
Railroad En- mechanics, hydromechanics, pneumatics, geometrical draw- 
glneerlng: ing, mechanical drawing, strength of materials, surveying, 
Scliolarsbip. land surveying, mapping, railroad location, railroad construc- 
tion, track-work and railroad structures, and constitutes a 
complete course of instruction in the survey, location, and 
construction of railroads. 

The organization, equipment, and duties of surveying, level- 
ing, and topographical parties are treated in a thorough and 
practical manner, and the Course includes all the instruction 
on surveying and mapping of our Surveying and Mapping 
Scholarship. The principles of railroad location are treated in 
a plain, clear, and practical manner ; the treatment of this 
subject includes a consideration of the economics of location, 
such as requirements of traffic, economical location as to 
grades and curves, operating expenses, value of improvements 
as to existing lines, best locations for towns, villages, etc. 
The subject of railroad construction is treated thoroughly and 
quite in detail ; it includes such matters as staking out the 
cross-sections, calculating the earthwork, estimating the cost, 
measurement of work, methods of construction, etc., giving 
much information that is of great value. The course also 
embraces the subject of track- work, including track-laying; sur- 
facing ; the laying out of frogs, switches, turnouts and cross- 
ings ; calculation of earthwork ; making estimates of cost, and 
many other matters of great practical importance and of 
especial value to those engaged in the maintenance of way 
departments of railroads. The construction of foundations, 
buildings, bridges, turntables, gates, semaphores and other 
railroad structures also receives such attention as to give the 
railroad engineer the knowledge of these subjects necessary to 
his complete educational equipment. 

Nothing has been left undone to make the course of the 
greatest value, not only to those who contemplate becoming 
railroad engineers, but also to those already engaged in the 
practice of civil engineering. 



Men in tbe 
M a i n t e - 
nance of 
"Way Depart- 
ment s of 
Railroad s 
Can Obtain 
Pro motion 
T b r o u £>: b 
Study. 



FOR ROADMASTERS, TRACK FOREMEN, AND OTHER 
RAILROAD EMPLOYEES. 

Although many of the men employed in the maintenance of 
way departments of our larger railroads are educated engineers, 
many are not. Such men are in the direct line of promotion, 
and it is mainh'' due to lack of education that their abilities are 
not oftener recognized by promotion to more responsible and luc- 
rative positions. They are in position to obtain valuable expe- 
rience in the handling of men and in the practical details of work, 
both of which go far toward fitting them for advancement. 



ez 



THE CORRESPONDENCE 



The one obstacle to be overcome, and which they alone can 
surmount, may be removed by study ; and this obstacle, 
though their greatest hindrance, is the one most easily removed, 
did they but appreciate the fact. We can help them remove 
it. Many of these men are in the habit of thinking, because 
they did not have opportunities of obtaining educations when 
young, that the door of knowledge is permanently closed 
to them and they must be contented to see the more 
lucrative positions filled by men who have had the advantages 
of early education. This is all a mistake. All ambitious, 
intelligent men have the stuff in them for better things ; and 
it only requires well-guided and persistent study to bring it 
out. They can learn by our method if they will study, and 
their studies can be so conducted as not to interfere with their 
daily occupations. 



Importance 
of a KnoTTl- 
edge of Engi- 
n e e r 1 n g 
Prijuclples. 



Roadmasters and their assistants, track foremen and other 
employees, especially those employed in maintenance of way 
departments, should study railroad engineering. If they do 
not understand the engineering principles upon which their 
work is based they labor at a disadvantage. Nothing will so 
broaden and enlarge their spheres of usefulness and increase 
the value of their services as will systematic study of those 
principles, and they do themselves and their families great 
injustice if they neglect to pursue such courses of study, pro- 
vided they can do so. 



A I^etter of 
Encourage- 
ment. 



In the ''Engineering News" of May 6th, 1897, was printed 
a copy of a letter written by Mr. J. F. Wallace, Chief Engineer 
of the Illinois Central Railroad, to a young college man who 
applied to him for a position. As the letter is "to the point '* 
and is full of encouragement for men employed in the mainte- 
nance of way departments of railroads, we reprint a portion of 
it. Mr. Wallace said : ' ' The engineering department of the 
Illinois Central Railroad has also charge of the maintenance 
department of ways and structures. In this maintenance depart- 
ment I have 14 roadmasters, whose rate of compensation per year 
is from $2,000 for the first class tq $1,800 for the second class and 
$1,500 for the third class. They each have charge of from 200 
to 400 miles of track. Under the roadmasters are the super- 
visors, who have charge of about 100 miles of track each, and 
receive from $100 to $125 per month. The section foremen 
under the supervisors have 6 or 7 miles of track to look 
after. Out of the 14 roadmasters there are 8 who had received 
an engineering education and had had considerable practice as 
civil engineers before they accepted their present positions. 
Some of the supervisors are also engineers. It is my desire to 
fill these places, as far as possible, with competent, educated 
engineers, provided I can secure men who, in addition to their 
technical training, have a practical knowledge of the details of 
track- work and experience in handling men, and have acquired 
their experience on the Illinois Central Railroad. The oppor- 
tunities for the average civil engineer to acquire this intimate 
knowledge of track-work are limited, and as a consequence 
men of this class with these qualifications are scarce. 



I 



SCHOOL OF CIVIL ENGINEERING. 



63 



Ad van t a g e s 
of Entering 
ttie Track 
JJepartment. 



i 



*' I would suggest to you and your friend the advisability of 
entering our track department. As apprentices in this line 
working on a section, you would receive from $1 to $1.25 per 
day, depending on the part of the line where you might be 
employed. If youare bright, intelligent and industrious, and not 
afraid of hard manual labor, in the course of a year you should 
have acquired that knowledge of track and the details of road- 
way maintenance v/hich would render you competent to handle 
a section as foreman. The pay of section foremen ranges from 
$45 to §50 per month, according to location and importance of 
work. After one or two years' experience as section foreman 
you would probably be qualified for promotion to the grade of 
supervisor, and from that to roadmaster. Roadmasters, in 
common with others, are in line for promotion to the higher 
ranks of railroad service. This is the only branch of engineer- 
ing work that I knov/ of which is not crowded with experi- 
enced and competent men, and is a field of work which I would 
recommend to young men who have received an engineering 
education and who desire a definite line of special action 
which will give constant employment, with chances of speedy 
promotion for competent men." 



Subjects In- 
cluded in our 
Surveying 
and Mapping 
Scliolarslilp. 



Jlow the Use 
of tlie In- 
struments is 
Tauglit. 



SURVEYING AND MAPPING SCHOLARSHIP. 

The Course in Surveying and Mapping embraces arithmetic, 
use of letters in algebraic formulas, geometry and trigonometry, 
logarithms, geometrical drawing, surveying, land surveying 
and mapping. The instruction in surveying includes survey- 
ing with both compass and the transit, land as well as rail- 
road ; levehng ; topographical and hydrographical surveying. 
It does not include mine surveying. The various subjects are 
so fully and clearly treated in the Instruction Papers as to 
make it possible for any one who will apply himself to study 
to thoroughly qualify for practical work in both field and 
OflSce. We are able to teach the subject of surveying by mail 
with the greatest success. 

Great attention is paid to the details of the adjustments of 
instruments and the operations involved in surveying. The 
use of the chain, tape, compass, transit, and level is explained 
in clear, concise language, and the whole subject is illustrated 
by cuts and diagrams so fully as to make it readily grasped by 
men of ordinary intelligence. 

In railroad surveying the theory of simple and compound 
(sometimes called transition, easement and spiral) curves,turn- 
outs, etc. is thoroughly taught ; the student is also given 
instructions in the use" of the stadia, sextant, solar compass 
and plane table. 

This Course is intended for engineers' and surveyors' assist- 
ants and all persons interested in any branch of surveying 
other than mine surveying. 



64 



THE CORRESPONDENCE 



An Oppor- 
tunity for 
Engin e e r s ' 
and Survey- 
or's' Assist- 
ants. 

Puts Them in 
Une for Ad- 
vancement. 



FOR ENGINEERS' AND SURVEYORS' ASSISTANTS IN 
DIFFERENT CAPACITIES, ETC. 

Engineers' and surveyors' assistants in different capacities, 
such as transitmen, levelmen, draftsmen, rodmen, tiagmen, 
chainmen, axemen, stake drivers, etc., should embrace the 
opportunity we offer of learning the principles of the work in 
which they are engaged. 

Usually the surveyor's assistants are young men who have 
had but little previous training in this particular work. This 
is certainly nothing against them, for whatever a man's voca- 
tion and however proficient he may afterwards become in it, 
there must necessarily be a beginning — a time when hi&.experi- 
ence is small and his knowledge limited. On the other hand 
it is very much to the advantage of such young men to be 
engaged in work where intelligence and integrity are the 
essential requirements and are sure of ready recognition. They 
stand direct in the line of advancement. 

Promotions to more responsible and lucrative positions 
usually follow in the natural order of things, if they become 
capable of taking advantage of the opportunities that arise — of 
filling satisfactorily the positions which open to them, but 
they must be found capable. They are getting valuable prac- 
tical experience and what they most need in addition is 
theoretical knowledge and training, and this can only be 
obtained by study. 

The subjects necessary for them to learn are difficult to mas- 
ter unaided, though when placed before them in a proper 
manner by competent instructors, the diflSculties are usually 
overcome quite easily. 

To attend the usual technical school is out of the question, 
for that necessitates giving up their position ; but there is a way 
open to them and to the young men who are similarly situated, 
aud that is our School. 

There are very few young men working as surveyors' assist- 
ants who would not like to become surveyors, but they think 
such an attainment beyond their reach and therefore do not 
make the effort. 

This course teaches such young men just what they require. 
They study at home during leisure hours and have the assist- 
ance of competent Instructors. The Instruction Papers are 
prepared by practical men and teach what can be practically 
applied. 

The chief difference between the surveyor and his subordi- 
nate is a difference in education. Education, which is the 
necessary means of intelligent growth or development, is now 
open to all men by our efficient method of home instruction, 
which ambitious students can pursue with us without loss of 
time from work. 

Many an engineer who to-day stands high in his profession 
began his career as rodman, chainman, flagman, or, possibly, 
axeman on a railroad survey. In many cases this has been 
the absolute beginning, without any previous engineering 



Promotion 
Follows Self- 
Improve- 
ment. 



Suited to Men 
^V li o Can 
Only Devote 
Spare Time 
to Study. 



Instr notion 
Papers Pre- 
p ar e d by 
Pra cti e al 
Men. 



Many Able 
Engineers 
Started at 
the Bottom. 



MAP OF A VILLAGE 




DRAWING PLATE NO. VI. 
Accompanying Instruction Paper on Mapping of Tbe Correspondence School of Civil Engineering. (Reduced ) 



SCHOOL OF CIVIL ENGINEERING. 



65 



Ho-w They 
TV o r k e d 
Their Way 
Up. 



Draftsmen 
Can Become 
Railroad En- 
gineers. 



knowledge, training, or experience. The history of his career 
is usually somewhat as follows : He had an ordinary, common- 
school education. Circumstances arose by which he obtained 
a position in a railroad surveying party — as rodnian, perhaps. 
He was bright and ambitious, and soon began to pick up 
ideas — a general knowledge of the instruments and methods, 
and some fragmentary knowledge of the underlying principles. 
He asked questions ; he won the friendship of one of the engi- 
neers, who recognized his intelligence and gave him valuable 
assistance ; he learned the use of the instrument and some- 
thing, perhaps, of its adjustments. The demand arose for 
more assistant engineers, and recognizing his intelligence the 
chief engineer decided to trust him to run an instrument. He 
did the work carefully and well, learning his instrument 
thoroughly as he used it. He improved every possible oppor- 
tunity to study, and his career has since been a constant 
succession of advancements. This is no exaggerated picture ; 
it is a brief description of what not uncommonly occurs, and 
the picture is exemplified in the lives of many successful 
engineers. 

Young men engaged as draftsmen in engineers' offices have 
excellent opportunities for obtaining valuable knowledge per- 
taining to the practical methods of surveying. They become 
familiar with the methods of keeping the notes and of plotting 
the work from the notes, and learn something of the general 
routine of the work. Occasionally they are called upon to 
assist in making surveys and thus learn field work and the use 
of the instruments. With proper theoretical training they are 
in a position to become very capable surveyors. The opportu- 
nity for obtaining the necessary theoretical training in regard to 
the' principles involved in the work is available through our 
method of instruction. 



Deve lopment 
of ttie Steel 
Bridge. 



BRIDGE ENGINEERING SCHOLARSHIP. 

The development of the steel bridge has been a gradual one. 
First the wooden bridge ; then the bridge constructed partly oi 
iron and partly of wood (still to be found in many sections of 
the country, and very economical where suitable wood can be 
obtained cheapl. ) then the bridge constructed of wrought iron, 
with cast iron for th' members subjected only to crushing 
strains ; then the bridge constructed wholly of wrought iron, 
and finally the various forms of steel trusses. At first steel was 
used only for certain portions of bridges. Now its use in bridge 
structures is so general that the all-steel bridge is the rule and 
those of other materials are the exceptions ; probably three- 
fourths of all the bridges now in use are iron or steel. For this 
reason, and because of the extent of the subject, our course 
treats chiefly of the metal construction, but the construction 
of one of wood or any other material is based upon the same 
principles and becomes a simple matter to a person who under- 
stands the design of a metal bridge. The strains and stresses 
are the same ; the only difference is in the proportioning of the 
materials. 



I 



66 



THE CORRESPONDENCE 



The Simple Again, although there are many forms of metal bridges, 

Truss tlie such as the simple truss, cantilever, arch, suspension, etc., yet, 

Standard with the partial exception of the suspension bridge, they all 

Form. depend upon the same principle, namely, the truss element, 

for their stability. By far the greater number of bridges con- 

• structed in this country are truss bridges. Most forms of 

bridges are modifications of the simple truss, and if a young 

engineer learns to design a truss bridge well he need have little 

difficulty in the design of more complicated structures, for such 

designs usually involve merely a more extended application of 

the principles embodied in the simple truss. Our Bridge 

Engineering Course, therefore, gives especial attention to 

simple truss bridges, and particularly to the Pratt truss, which 

is, beyond question, the most popular as well as the most 

economical form of all-metal bridge. 

The Course embraces instruction in arithmetic, algebra, 
logarithms, geometry and trigonometry, elementary mechanics, 
hydromechanics, pneumatics, geometrical drawing, mechanical 
drawing, elementary graphical statics, strength of materials, 
analysis of stresses, proportioning the material, details of con- 
struction, details, bills, and estimates. 

Mechanical drawing is the first subject in which the student 
begins to study anything directly relating to bridges. After 
passing through the elementary principles of general construct- 
ive drawing, he is taught to make working drawings, 
including the various members and details of a truss bridge ; 
he thus becomes familiar with the general form of bridges and 
bridge members, and the manner of representing them. 

He next studies elementary graphical statics and the analysis 
of stresses, in which he learns to analyze graphically the 
stresses in structures he has already drawn. The student him- 
self analyzes the stresses in the trusses of several bridges which 
are chosen as examples. Different methods of graphical analy- 
sis are learned. The next subject taken up is the strength of 
materials ; he first studies the general features of the subject, 
then learns to make practical applications of the knowledge 
in proportioning the material for the different members of 
bridges ; he himself proportions the material for bridges for 
which he has previously determined the stresses ; he becomes 
competent to make the stress sheets for bridges, and himself 
makes the complete stress sheets for several bridges. Next he 
studies the details of the construction ; he learns to design the 
practical details and connections of the members and to make 
the shop drawings from which the bridge is to be constructed. 

Complete, The instruction is thoroughly systematic; the student is 

Concise, taught one thing at a time and is led on, step by step, until he 

Systematic, is competent to make the complete design for a bridge. Finally 

Tliorougli. he receives instruction in details, bills, and estimates, teaching 

him how to make the shop lists, orders for material, shipping 

bills, erection diagrams, and estimates of weight for bridges, 

all of which are of great importance and value to the young 

man who expects to become a competent bridge engineer. 



Subjects In- 
cluded in our 
IBrldge En- 
gineering 
Scholars Mp. 

T*ractice In 
BrldgeDraffc- 
ing. 



Order in 
TSrhich. Sub- 
jects Are 
Taught. 



SCHOOL OF CIVIL ENGINEERING. 



G7 



Oraplilcal 
M e t li o d of 
Analysis. 



Points in Its 
Pavor. 



Strengtli of 
Materials. 



Analysis of 
Stresses. 



Proportion- 
ing tlie Ma- 
terial. 



Details of 
Const rnc - 
tlon, Bills, 
and Esti- 
mates. 



I 



In our Bridge Engineering Course we teach the application 
of tlie graphical method of analysis only. Both the graphical 
and the analytical methods are good. It is diliicult to say 
which is the better, but in order to avoid the confusion which 
may be created in the mind of the student by studying both 
methods and because the time which our students can devote 
to study is limited, we teach but one method. We selected 
the graphical method not because we believed it to be better 
than the method by moments, but because it appeared to be 
more progressive. 

It is certainly becoming more and more popular, and its 
applications are being constantly expanded and extended. 
Graphical methods of analysis seem to be the methods of 
the future, and it is probable that they will be continually 
improved. We therefore believe that the student of bridge 
engineering who thoroughly understands graphical methods of 
analysis is not only equipped for the present, but is in a position 
to keep abreast with the progress of the future. 

After the student has become well grounded in the study of 
elementary graphical statics he is taught, under the head of 
strength of materials, the weights, composition, and character- 
istics of the materials of engineering construction. The prin- 
ciples of and the various kinds of stresses ; the behavior of 
materials under stress ; the strength of beams, columns, shafts, 
ropes, etc. are also included under this head. 

In analysis of stresses the principle of the truss element and 
the loads which may come on a bridge are studied, and the 
stresses on the various members due to the loads are analyzed 
for various forms of trusses. This subject is treated quite fully, 
the most modern graphical methods are taught, and some 
methods of analysis not elsewhere published are given. 

Proportioning the material treats of the manner of determin- 
ing the sections and proportions required for the various mem- 
bers of the truss. It teaches how to easily and quickly deter- 
miine the approximate radius of gyration for different forms of 
sections, and how to use compression formulas. The effect of 
the stresses due to live load, dead load, and wind load are 
thoroughly discussed. It also treats of the fatigue of metals 
and makes a comparison of the conditions of various specifica- 
tions. 

Under the head of details of construction the student is 
taught how to proportion the constructive details and connec- 
tions of the various members of a bridge and how to analyze 
the strength of the same. The paper on details, bills, and 
estimates, which is the final Paper of the Course, supplements 
the instruction given in the Paper on details of construction 
and treats also the shop lists, bills of material, estimates of 
weight, shipping bills, etc. 

The Bridge Engineering Course is practical and systematic 
and adapted to the requirements of any one who may desire to 
prosecute the study. The subject is treated plainly but very 
thoroughly ; the language is simple and the mathematics easily 



68 



THE CORRESPONDENCE 



understood, so that the subject can be successfully studied by 
those not familiar with advanced mathematics. It is believed 
that this simplicity will not be objectionable to those who have 
studied the higher mathematics. The course is well adapted 
to the requirements of young men seeking employment in 
bridge-construction offices. 

Por "Wliom It is intended for civil engineers, supervisors of bridges, 
tlie Course Is bridge builders, bridge office employees, draftsmen, template 
Designed. makers, inspectors, boiler-makers, structural iron workers, and 

the young men who wish to become bridge engineers and 

draftsmen. 



Wliy Civil En- 
gineers Find 
a Knovrledge 
of Bridge 
E ngineering 
Valuable. 



Bridge Erec- 
tors. Etc. 
Can Qualify 
to Clieeli Er- 
rors of De- 
signers and 
to Make 
Plans and 
Estimates. 



FOR CIVIL ENGINEERS. 

A knowledge of bridge engineering is of great advantage to 
the civil engineer following a general practice, for he may be 
frequently called upon to make the design for a bridge, or to 
give advice concerning it, or to pass upon the designs sub- 
mitted in competition by bridge-constructing companies. As the 
country grows in wealth and railroads and highways multiply, 
the number of bridges which require to be built every year 
increases at a rapid rate. Fords are superseded by strong and 
graceful structures of steel, and the larger streams are spanned 
at more frequent intervals. Viaducts are built to cross ravines, 
many of them having paved roadways high in air, thus avoid- 
ing the long, difficult and unsightly inclines on either side 
which are ot lie r wise necessary. Adjoining cities, separated by 
bodies of water, are connected to their mutual advantage. In 
short, the advantages of bridges, and the fact that many 
bridges are being built, will be evident to any one who will 
merely look about him. The increasing frequency of acci- 
dents due to falls of bridges used by electric railroads, has 
called public attention to the fact that bridges which are safe 
for ordinary wagon loads are not always safe for electric traction. 
The increasing size and weight of cars and of loads carried are 
making it imperative that competent bridge engineers should 
Jbe engaged to superintend the erection and maintenance of 
bridges on trolley lines. A knowledge of bridge designing, 
sufficient to enable the civil engineer to efficiently decide upon 
the merits of the designs submitted for a structure, or of 
designing it himself, can be readily obtained through our 
Bridge Engineering Course. 

FOR BRIDGE ERECTORS, SUPERVISORS OF BRIDGES, 
AND BRIDGE INSPECTORS. 

The duties of bridge erectors, supervisors of bridges, and 
bridge inspectors are such as to give them and their assistants 
a practical knowledge of bridge design and construction. As a 
usual thing the bridge engineer after having finished the 
design of a bridge seldom visits the bridge site. If the bridge 
has been properly designed and constructed there is seldom 
reason why he should ; but if, owing to some error in the 
design or shop work, some one or more members are incor- 
rectly proportioned or constructed, it is of the greatest impor- 



SCHOOL OF CIVIL ENGINEERING. 



69 



A. Magnifi- 
cent Oppor- 
t u n i t y f o r 
Bridge 
Draftsmen. 



f 



Can Become 
Bridge 
Dra f t s m e n 
or Bridge 
JEngineers. 



H o TV Struc- 
tural Iron 
TV or k e r s 
Will be Ben- 
•eflted. 



tance that the erector be able to detect the error and remedy 
It, when possible to do so in the field. This he can do if he 
possesses a theoretical as well as practical knowledge of bridge 
engineering. The bridge erector who can furnish designs and 
estimates for his own bridges is doubly equipped for securing 
and retaining success. Supervisors of bridges and bridge 
inspectors occupy much the same position. Upon them fall 
the duties of bridge inspection, and sometimes of the erection 
also. They are peculiarly well situated to take our Bridge 
Engineering Course to advantage, and if they do so, make 
investments which cannot fail to yield excellent returns to 
themselves and families. 

FOR BRIDGE DRAFTSMEN AND OTHER EMPLOYEES OF 
BRIDGE COMPANIES. 

Young men who are employed as draftsmen and in other 
capacities in bridge offices should enroll in tliis Course. A 
young man so employed, according to the position he fills, 
secures valuable experience in practical construction and 
becomes familiar with shop work, or obtains practical knowl- 
ledge in designing details and making shop drawings. If, in 
addition, he will study the principles — the theory of stresses, 
the strength of materials, and the method of proportioning the 
material, all thoroughly covered in this Course — he can make 
himself a competent bridge engineer. No j^oung man, especi- 
ally no draftsman, should neglect such an opportunity of 
improving his condition. 

FOR TEMPLATE MAKERS. 

There are many reasons why a template maker in a bridge 
shop should make a very capable bridge office draftsman, or 
even a bridge engineer ; and there is no real obstacle in the 
way to prevent him from becoming one or the other, or both — 
unless it be a lack of ambition and energy. From the shop 
drawings he makes the templates from which to lay out the 
work for the shop ; he necessarily becomes familiar with all the 
details of the drawings and obtains practical knowledge con- 
cerning the designing, and, what is of great value, learns how 
to so arrange the details as to be convenient for the shop con- 
struction. He has only to learn to draw and to make the cal- 
culations for proportioning the material for the details to resist 
the stresses, in order to become an efficient draftsman. 

FOR STRUCTURAL IRON WORKERS. 

Structural iron workers, and all engaged in similar occupa- 
tions, can take our Bridge Engineering Course to advantage. 
Their practical experience enables them to derive the greatest 
possible benefit from the studies included in it. They are con- 
stantly meeting with problems in their work which a knowl- 
edge of strength of materials, analysis of stresses, etc. will 
enable them to overcome. In no other way can they more 
quickly increase their earning capacity than by devoting a por- 
tion of their idle time to study. 



70 



THE COREESPONDENCE 



FOR YOUNG MEN WHO DESIRE TO BECOME BRIDGE 
ENGINEERS OR DRAFTSMEN. 



An Oppor- 
tunity for 
Young Men, 



There are many young men whom circumstances prevent 
from leaving home to obtain a technical education, but who 
possess the commendable ambition to better their condition in 
life. Such a young man's inclination may be toward bridge 
engineering, and as a step in that direction he may desire to 
obtain a position as draftsman in a bridge office. Unless he 
has had some previous training or has friends to intercede for 
him, this is not easily done. But if he has had a reasonable 
amount of experience, such a position is not usually difficult to 
obtain, for there is usually a good demand for bridge and 
structural draftsmen. 

Our Course in Bridge Engineering offers the best opportunity 
for the study of this specialty that is open to such a j^oung 
man without requiring his leaving home. It is thorough and 
practical, and while taking it he can support himself. 



Devel opment 
o f Munici- 
pal Engi- 
neering. 



Paving. 



Se"werage. 



MUNICIPAL ENGINEERING SCHOLARSHIP. 

One of the most remarkable characteristics of the age is the 
large increase in urban populations. This movement, so notice- 
able in the United States — where for several decades in many 
of the Eastern agricultural districts the population has remained 
stationary or has decreased and the growth of the towns and 
cities has been rapid and great — is not confined to this country. 
In Germany nearly all the large cities have grown in the last 
twenty years in greater ratio than those of the United States. 
This concentration of population in towns and cities has brought 
about a wonderful development in all lines of civil engineering 
related to municipal improvement. Street railways and paved 
streets ; sewers ; garbage crematories ; sewage-purification 
plants, and other methods of utilizing or disposing of sewage ;. 
hydraulic enterprises to obtain supplies of water for power, 
fire, and domestic purposes ; bridges and viaducts, etc. are in 
common use and constant process of construction, and the 
demand for such engineering works is certain to greatly 
increase. 

Any one of the subjects just named is almost a profession by 
itself. The subject of pavements alone involves a large amount 
of special knowledge. The judicious selection of a proper pave- 
ment to meet the requirements of the traffic on a given street, 
the establishing of a proper grade and cross-section for the 
pavement, the preparation of the foundation, and, finally, the 
laying of the surface material, are all matters of great impor- 
tance, requiring special knowledge and trained judgment. 

The subject of sewerage is of great and growing importance. 
The advantages of sewerage and its beneficial effects upon the 
health of communities have been fully demonstrated and are 
now well known. It has been repeatedly shown that the 



SCHOOL OF CIVIL ENGINEERING. 



71 



Sevrage Purl- 
flcatJon. 



Munlclp al 
Surveying. 



health conditions of towns and cities have been greatly 
improved, and the death-rat^ of the inhabitants correspond- 
ingly lowered by the introduction of sewerage systems. In 
many cities where epidemics of typhoid fever and similar 
diseases had been of frequent occurrence, the epidemics ceased 
upon the construction of efticient sewerage svstems, accom- 
panied by a supply of pure water. Indeed, the salutarv effect 
of properly designed systems of sewerage upon the health of 
the inhabitants of cities is no longer a matter of conjecture ; it 
is a well-established fact. A the present time, the question is 
not whether it is advantageous to build sewers, but how to build 
them so as to most efficiently and economically meet the 
requirements. 

But the construction of sewerage systems has, of itself, 
opened up a new^ field of sanitary science. It has been well 
demonstrated that the most efficient means of removing sewage 
is by what is known as the water-carriage system, that is, by 
means of water conveyed through underground pipes and 
conduits. But the sewage so removed must be discharged 
Bome where and, in most cases, where not possible to discharge 
it in tide- water, it has been discharged into streams and water- 
courses, in many cases so polluting the streams as to seriously 
affect the supply of pure water. This condition is becoming 
more and more common, and, in some parts of the country, the 
danger threatening the water supply is causing grave apprehen- 
sion. In seeking to remedy the evil, sanitary engineers liave 
conceived the idea of purifying the sewage before discharging 
it into the watercourses. To this end sewage-purification 
plants have been constructed, and are being operated with con- 
siderable success. Indeed, so high a degree of purification has 
been attained in some cases, that the discharged effluent has, 
upon analysis, been found purer than the average supply of 
drinking w^ater ; and some even believe that the processes will 
ultimately become so perfected that the effluent discharged 
from treated sewage will be sufficiently pure to be safe to be 
used for domestic purposes. As to this we do not venture an 
opinion ; but we do know that the science of sewage purifica- 
tion is rapidly developing, that its importance is great, and 
that the conditions are such as to constantly increase the 
demand for it. 

The greatly increased valuation of urban property, due to 
the concentration of population in towns and cities, has 
created a demand for more accurate and systematic surveys, 
both in regard to existing property lines and in the extension 
of streets and the laying out of new additions. Those con- 
ditions call for improved methods of measurements in the 
surveys, for more permanent monuments to perpetuate the sur- 
veys, and for more accurate and detailed descriptions in the 
records. Engineers who have had experience in surveying 
valuable property in the densely built-up portions of large 
cities are well aVare of the great difficulties often involved, 
and of the high degree of knowledge, skill, and judgment, as 
well as the patient and painstaking labor, necessary to success- 
fully overcome them. 



72 



THE COKKESPONDENCE 



Demand for 
Municipal 
Engineers. 



E d u c atlonal 
j^eeds of tlie 
Average City 
Engineer. 



Those are a few of the many things with which the muni- 
cipal engineer has to do. They are matters of importance and 
must be dealt with intelligently. No man is capable of deal- 
ing successfully with matters of such great importance unless 
he has previously had efficient training along these special 
lines. These and similar conditions have resulted in enlarging 
and extending the field for trained municipal engineers to an 
extent far beyond what would have been thought probable, or 
even possible, twenty-five years ago ; and the demand for 
qualified municipal engineers is rapidly increasing. Many of 
the engineers of our cities, as well as their assistants, are men of 
insufficient special and theoretical training for the important 
work in which they are engaged, who have been given their 
responsible positions because they come nearer to meeting the 
requirements than others available. It is sometimes the case 
that the city engineer is a surveyor who has ''grown up with 
the town." Perhaps he assisted in making the first surveys, or 
has practiced as a surveyor in the city for some years, aiding in 
the extension of streets, in the subdivision of new additions, 
the laying out of parks, etc. , and has acquired much valuable 
knowledge concerning the street and property lines and similar 
matters. He is, however, constantly meeting with engineer- 
ing problems which he does not fully understand and the 
underlying principles of which he does not fully grasp or 
appreciate. When such is the case he visits some consulting 
engineer of repute and obtains advice, or goes ahead on his 
own responsibility and obtains experience — at the expense of 
the city. Such a ' ' professional ' ' career is unsafe. Sometimes 
the end is disastrous. The sure protection to the young city 
engineer who desires to retain his position and the respect and 
confidence of his fellow townsmen consists in an education in 
the theory of his profession. Such education can be obtained 
in our Municipal Engineering Scholarship, which includes 
instruction in the following subjects : arithmetic, algebra, 
logarithms, geometry and trigonometry, elementary mechanics, 
hydromechanics, pneumatics, geometrical drawing, mechan- 
ical drawing^ strength of materials, surveying, land sur- 
veying, mapping, drainage, sewerage, streets and highways, 
paving. 

After studying the seven preparatory subjects of mathematics 
and physics, the student is given a thorough drill in drawing. 
He then studies the subject of strength of materials as relating 
to the materials used in engineering constructions ; then 
studies the subjects of surveying and mapping, substantially 
as taught in the Surveying and Mapping Course. He then 
begins the subject of drainage. This subject, as relating to 
municipal engineering, is practically the subject of storm-water 
seiverage, one of the most complex and least understood of the 
subjects with which the municipal engineer has to deal. The 
subject is treated in a simple manner and upon a rational basis. 
The rate of rainfall is discussed and a rational formula deduced 
for the storm-water effluent. Other formulas for the effluent 
are given, and the practice in various cities noticed. The 
usual hydraulic formulas are then given and the student is 
taught to determine the required dimensions of the sewers 



Ho w T ]a i s 
Education 
Can be Ob- 
tained. 



~W b a t t b e 
Cour s e in 
Municipal 
En g ineer ing 
Includes. 



SCHOOL OF CIVIL ENGINEERING. 73 



Both circular and egg-shaped sewers are treated. The elements 
of egg-shaped, as well as circular, sewers are given quite com- 
pletely, and equivalent values for circular and egg-shaped 
sew^ers are stated. 

Under the head of Sewerage is studied the subject of sewer- 
age proper, that is, the removal of domestic and factory 
sewage. The subject of water consumption is first con- 
sidered, and is taken as a basis for indicating the quantity of 
sewage to be produced by what is known as the scjtarate 
system. The application of hydraulic formulas for determining 
the required dimensions of the sewers is then given. The 
minimum permissible grades and grades for uniform velocity 
are discussed. The preliminary surveys and determination of 
the best routes, the laying out and the construction of the 
sewers, and the inspection and required qualities of the 
material are quite thoroughly treated. Different forms of 
sewerage systems, sewer ventilation and flushing, different 
methods of sewage disposal, the cost of sewers and sewer 
assessments are also discussed. 

•Streets and The subject of streets and highways is next studied. High- 
HlgtiTvays. ways within the limits of municipalities are commonly known 
as streets and avenues. In order to present the subject in its 
simplest possible aspect, however, the location, construction 
and maintenance of country highways are first treated quite 
thoroughly. In cities the conditions are much more complex, 
on account of the closer limitations, the widely varying inter- 
ests involved and the requirements for better thoroughfares, all 
tending to render the problem more complicated. The student sa 
taught how to lay out streets, the most advantageous lorms and 
sizes of blocksand lots and the proper arrangement of streets and 
avenues. The width of streets and width and cross-section of 
roadways are discussed ; a general formula for the crown of 
roadways is stated and different methods of effecting the crown 
are given. Such matters as gutters, curbs, footwalks and street 
lawns receive consideration, and the complex problem of street 
intersections is discussed at some length. Considerable infor- 
mation is given concerning street grades, grade records, city 
base and bench marks, marking and perpetuating street and 
property lines, setting, witnessing, and recording monuments, 
and, finally, the encroachment of lines, statutes of limitation, 
and duties of municipal surveyors in regard to encroachments. 

Introductory to the subject of pavements, the principles of 
tractive resistance, as relating to different kinds of roadway 
surfaces, are taught. The comparative economic values of 
different pavements are discussed ; for the purposes of com- 
parison, the economic values are also expressed by formulas, 
and examples are given. The materials used in different pave- 
ments are then described, and the requisite properties of the 
materials are given. The methods of constructing the various 
kinds of pavements in common use are then described quite in 
detail. All important matters, from the foundation to the 
finished roadw^ay pavement, are treated quite thoroughly, and 
the treatment also includes sidewalk, crosswalk and gutter 
pavements. 



74 



THE CORRESPONDENCE 



HYDRAULIC ENGINEERING SCHOLARSHIP. 



Hydra ul ic 
Poorer. 



Its Use In- 
creased b y 
Electric 
TransmlS" 
slon. 



"Utilization of 
TVaterfalls. 



Water Potv- 
ers Are Be- 
i n g P n r - 
cliased f o r 
D evelop- 
ment. 



Public Water 
Supply of 
Cities and 
ToTvns. 



For centuries past, and for all time to come, in all probability, 
water power has been and will be one of the agencies most 
commonly employed to lighten labor. For a time it looked as 
though steam, because of the readiness with which it might be 
obtained in almost any locality, might displace water as a 
motive power, but the discovery of electricity and its practical 
application in the industrial sciences as a cheap and efficient 
means for the transmission of power has wrought another great 
change, and one which the ambitious civil engineer cannot 
afford to overlook. 

Water power is, of itself, portable in only a very limited 
sense — and then only at a very heavy outlay for canals and 
canal maintenance — but it has been utilized by mankind from 
the earliest times, and manufacturing communities in all ages 
have built in localities near the source of this cheap power, the 
site of the water power being often unhealthy, inaccessible, and 
otherwise inconvenient. Electric power transmission has so 
changed the conditions that they can locate now wherever the> 
wish. 

There are many installations for the carriage of hundreds of 
horsepower to distances of ten and fifteen miles. Within the 
last few years the transmission of power over one hundred 
miles has been successfully accomplished in Europe. The 
utilization of a portion of the enormous supply of energy at 
Niagara Falls and its transmission to adjacent cities and the sur- 
rounding country has been for some years a matter of wide- 
spread public interest. 

Water powers are being bought up in every direction by 
capitalists who see that the work of the future will be done 
largely through the medium of electricity, and who realize that 
this subtle force can be produced at an almost nominal expense 
by the utilization of water power now going to waste. 

It will at once be seen what a splendid field is now opening 
up to the hydraulic engineer in the building of hydraulic engi- 
neering works for power purposes. 

Hundreds and thousands of cities and towns in this and other 
countries, which are now without a general water supply, will 
surely at an early date appropriate this blessing and necessity 
of civilization. Though the time-honored well, with its "old 
oaken bucket" or more modern pump, is a convenient, and 
usually safe, source of water supply in sparsely populated rural 
districts, it is a very dangerous source of supply in densely 
populated cities. The contamination of well water, due to the 
pollution of the soil necessarily resulting from a dense popu- 
lation, is a great and exceedingly dangerous menace to the 
health of those who use such water. Typhoid fevers and 
similar complaints are in most cases traceable to impure drink- 
ing water. In past years these facts have not been sufficiently 
understood, but they are now becoming quite generally known, 
and most cities and towns are providing public water systems 
for the purpose of obtaining a pure water supply. Every town 



SCHOOL OF CIVIL ENGINEERING. 



75 



Water Trans- 
portation. 



Irrigation 
Engineer- 
ing. 



A. Promising 
Held. 



will. in time put in water- works to secure pure water and modem 
conveniences. The maintenance of those works already estab- 
lished gives employment to many hydraulic engineers, and the 
number will rapidly increase as the country grows in wealth 
and population. The protection which a constant water supply 
affords against fires, the convenience which it provides for 
the disposal of sewage, and the public health which it pre- 
serves by its freedom from pollution, render a general water 
supply a necessity of every civilized comnumity. Wherever 
this necessity is felt and met, an opportunity is offered to 
the hydraulic engineer to establish reputation and make 
money. 

Water transportation is cheaper than railroad transportation, 
and where the time of transit is not the chief consideration 
freight naturally flows to the least expensive route. Of late 
years there has been a marked revival of canal and river 
improvement to provide new highways of trade. Carrying 
freight in large steel barges in tow of tugboats is the cheapest 
mode of transportation known. It meets the requirements of 
maximum bulk at minimum cost, and such projects as the 
locks in the Columbia River, the enlargement of the New York 
canals, the improvement of the Mississippi River, the construc- 
tion of new harbor channels, of the Chicago Drainage Canal, 
and the restoration of the Dismal Swamp Canal mark the era of 
return to the ancient and cheaper methods of transportation 
by water. 

There is also a w^ide and growing field for engineering experts 
in the science and art of irrigation. There is abundance of 
good land, good climate and temperature in the arid regions 
of the West. In Colorado, California and other sections within 
the past few years, by means of canals and ditches and other 
works such as properly come within the province of the 
hydraulic engineer, land formerly unproductive and otherwise 
valueless, to the extent of 5,000,000 acres, has been brought 
under successful cultivation, and is now producing luxuriant 
vegetation. These irrigated lands, once quite unproductive, 
are now among the most productive agricultural lands in the 
country. The yield of crops, depending upon certain and sys- 
tematic irrigation instead of uncertain and capricious rainfall, 
is much surer than in localities where irrigation is not prac- 
ticed. The reclamation of these vast sections of country 
involves large expenditures of money (the works already 
constructed for this purpose having cost not less than 
$30,000,000), and call for a high order of engineering ability. 
More than 10,000 miles of irrigating canals and nearly if 
not quite double that length of laterals and distributors have 
been built. 

The public importance of irrigation will be appreciated when 
it is understood that the population of the United States doubles 
every thirty years, and that 33,000,000 acres, now^ arid, are so 
located as to be irrigable and will, when irrigated, comfortably 
support two hundred million people. Altogether there is scarce- 
ly a more promising field in the whole range of Hydraulic 
Engineering. 



76 



THE COREESPONDENCE 



Hydro- 
meclianics. 



Water 

Motors. 



hydraulic 
MacMnery. 



Water 

Works. 



Municipal 
Water Sup- 
ply. 



Opportuni- 
ties for tlie 
Ambitious. 



Our Course in Hydraulic Engineering embraces a detailed 
study of the principles of hydromechanics, including the laws 
of hydrostatics and the flow of water through pipes and orifices. 
It involves the calculation of sizes of pipes and conduits to 
convey given discharges ; the study of head and velocity ; the 
efficiency of motors ; construction of overshot, breast, under- 
shot, Poncelet, Impulse, or Pelton, and all the various classes 
of impulse and reaction turbines, together with the sluices, 
gates, penstocks, governors, and wheel connections, etc. 

Under the head of hydraulic machinery it treats of pumps of 
all kinds and classes ; electric, water-power, single direct and 
duplex direct-acting steam, fly-wheel steam, high duty, rotary, 
centrifugal, pulsometer, etc. It covers thoroughly the details 
of hydraulic cranes, elevators, presses, jacks, accumulators, 
intensifiers, valves, pipes, fittings, and in fact the whole sub- 
ject of hydraulic machinery, as far as it is possible to do in a 
course of this kind. 

The instruction on water- works takes up the subject of water 
supply in all its various phases : reservoirs, masonry and earth- 
work dams, etc. It will qualify the hydraulic engineer to 
make accurate surveys ; to calculate the prism of the principal 
section of his canal at the head works ; to estimate the cost of 
siphons and aqueducts ; to construct reservoir walls ; determine 
the profile and location of minor channels for the distribution 
system and to test pipes, hydrants, gates, etc. 

The proper location of street mains with reference to the 
buildings to be supplied ; the proper way of setting hydrants ; 
the inspection of pipes to determine existing imperfections ; 
the depth to which trenches for pipes should be excavated ; the 
proper method of laying pipes ; pipe joints, fittings, standpipes ; 
excavations for the setting of hydrants ; sizes of connecting 
pipes for fire hydrants, etc., etc., receive throughout full and 
careful attention. 

The young man in search of a profession ; the draftsman, 
surveyor, or mechanic in search of promotion, and the practic- 
ing engineer in search of a paying speciality will do well to 
consider the advantages of hydraulic engineering and the 
merit of our course and method of teaching, by which a first- 
class technical education can be acquired with a minimum 
expenditure of time, money, and inconvenience. 



CONDITIONS UNDER WHICH CERTAIN PRELIMINARY 
SUBJECTS MAY BE OMITTED. 

Persons desiring to enroll in any of the courses of The 
Correspondence School of Civil Engineering vrho satisfy us 
that they are already proficient in the mathematical and 
physical subjects of the course for vrhich they enroll 'vvill 
be permitted to omit such studies. There >vill be no reduc- 
tion made in the price of the Scholarship, however, because 
of such omission. 



SCHOOL OF CIVIL ENGINEERING. 



PRICES OF SCHOLARSHIPS. 

It is understood that these prices include a set of Bound 
Volumes of the Instruction and Question Papers, Drawing Plates, 
Keys, Etc., and a separate volume of the Tables and Formulas of 
the student's course of study, fully indexed and conveniently 
arranged for reference, printed on fine paper, pages 6 by 9 inches, 
and bound in half leather. These are given to the student in addi- 
tion to, and independent of, the Instruction and Question Papers, 
in pamphlet form, and the Drawing Plates, supplied to study from. 
These Bound Volumes are furnished to the student when he 
enrolls, the title remaining with us, however, until the Scholarship 
is paid in full. 



I 



Course for 
Clilef and. 
Division En- 
glneers. 
Maintenance 
of AVay of 
K a 11 r cads ; 
Track Su- 
pervisors ; 
Civil, Min- 
ing, Meclian- 
lcal,Electrl- 
e a 1 , and 
Otlier Engi- 
neers ; Sur- 
V e y o r s ; 
Draftsmen, 
and All AVlio 
AVlsli a Civil 
Engineering 
Education. 



I.— THE COMPLETE CIVIL ENGINEERING SCHOLARSHIP. 

Price, $165. 00 in Advance, or $175. OO on the 

$5.00 Installment Plan. Not sold on 

the $2.00 Installment Plan 

SUBJECTS TAUGHT: 



Arithmetic, 

Algebra, 

Logarithms, 

Geometry and Trigonometry, 

Elementary Mechanics, 

Hydromechanics, 

Pneumatics, 

Heat, 

Geometrical Drawing, 

Mechanical Drawing, 

Elementary Graphical Statics, 

Strength of Materials, 

Analysis of Stresses, 

Proportioning the Material, 

Details of Construction, 

Details, Bills and Estimates, 

Steam and Steam Engines, 

Steam Boilers, 

Locomotives, 

Descriptive Astronomy, 

Surveying, 

Land Surveying, 



Mapping, 

Railroad Location, 

Railroad Construction, 

Track AVork, 

Railroad Structures, 

Elementary Chemistry, 

Economic Geology of Coal, 

Economic Geology of Metals, 

Blowpiping, 

Mineralogy, 

Drainage, 

Sewerage, 

Streets and Highways, 

Paving, 

Water wheels, 

Hydraulic Machinery, 

Water Supply and Distribution, 

Irrigation, 

Dynamos and Motors, 

Electric Lighting, 

Electric Railways. 



78 



THE CORRESPONDENCE 



When sold on the $5.00 installment plan the first payment 
is $5.00 and the balance is payable at the rate of $5.00 per 
month. 

Additional charge for postage to students residing in coun- 
tries of the Universal Postal Union, outside of the United 
States, Canada, and Mexico, $15.00, payable in advance. 

Civil Engl- Students who complete all the subjects of this Course 
neerlng Dl- (which includes all the subjects taught in The Correspondence 
plonia. School of Civil Engineering) and pass a final examination, are 

awarded the Complete Civil Engineering Diploma. 

Option Ai- Students in the Complete Civil Engineering Course may, if 

1 o TV e d In desired, pursue their studies in the order given for any of the 

Order of courses of The Correspondence School of Civil Engineering. 
Studies. 



II.— THE RAILROAD ENGINEERING SCHOLARSHIP. 

Price, $A5.00 in Advance, $50.00 on the$5.00 

Installnnent Plan, or $55. OO on the 

$2.00 Installment Plan. 



SUBJECTS TAUGHT 



Course for 
Civil E n g 1- 
neers, Sur- 
veyors and 
Assistants, 
Draftsmen, 
Eoadni a s- 
ters. Track 
Foremen, 
Etc. 



Arithmetic, 

Algebra, 

Logarithms, 

Geometry and Trigonometry, 

Elementary Mechanics, 

Hydromechanics, 

Pneumatics, 

Ceometrical Drawing, 

Mechanical Drawing, 



Strength of Materials, 
Surveying, 
Land Surveying, 
Mapping, 
Railroad Location, 
Railroad Construction, 
Track Work, 
Railroad Structures. 



When sold on the |5.00 installment plan the first payment 
is $5.00 and the balance is payable at the rate of |5.00 per 
month. 

When sold on the $2.00 installment plan the first payment 
is $2.00 and the balance is payable at the rate of $2.00 per 
month. 

Additional charge for postage to students residing in coun- 
tries of the Universal Postal Union, outside of the United 
States, Canada, and Mexico, $3.50, payable in advance. 

Railroad En- Students who complete all the subjects of this course and 
glneerlng pass a final examination, are awarded the Railroad Engineer- 
Diploma, ing Diploma. 



SCHOOL OF CIVIL ENGINEERING. 



79 



Course for 
Draftsmen, 
Chain men, 
R o d m e n , 
Transit men, 
and Other 
S u r V e yors' 
Assistants, 
Etc. 



Survey i n g 
and Mapping 
Diploma. 



III.— THE SURVEYING AND MAPPING SCHOLARSHIP 

Price, $28. OO in Advance, $33. OO on the $5.00 

Installment Plan, or $37. OO on the 

$2.00 Installment Plan. 

SUBJECTS TAUGHT: 



Geometrical Drawing, 
Surveying, 
Land Surveying, 
Mapping. 



Arithmetic, 

Use of Letters in Algebraic 

Formulas, 
Geometry and Trigonometry, 
Logarithms, 

When sold on the ^5.00 installment plan the first payment is 
$5.00 and the balance is payable at the rate of $5.00 per month. 

When sold on the $2.00 installment plan the first payment 
is $2.00 and the balance is payable at the rate of $2.00 per 
month. 

Additional charge for postage to students residing in coun- 
tries of the Universal Postal Union, outside of the United 
States, Canada, and Mexico, $1.25, payable in advance. 

Students who complete all the subjects of this course and 
pass a final examination are awarded the Surveying and 
Mapping Diploma. 



Course for 
Civil Engi- 
neers, Su- 
pervisors of 
Bridges and 
^Vater Sta- 
tions, Bridge 
Builders, 
Bridge Office 
Employ e e s, 
Drafts men. 
Template 
Makers, In- 
sp e c tors , 
Stru c t u r a 1 
Iron "SVork- 
ers, Etc. 

Bridge Engi- 
neering Di- 
ploma. 



IV.— THE BRIDGE ENGINEERING SGHOLARSHIP. 

Price, $46. OO in Advance, $60.00 on the $5.00 

Installnnent Plan, or $55. OO on the 

$2.00 Installment Plan. 

SUBJECTS TAUGHT: 



Mechanical Drawing, 
Elementary Graphical Statics, 
Strength of Materials, 
Analysis of Stresses, 
Proportioning the Material, 
Details of Construction, 
Details, Bills, and Estimates. 



Arithmetic, 

Algebra, 

Logarithms, 

Geometry and Trigonometry, 

Elementary Mechanics, 

Hydromechanics, 

Pneumatics, 

Geometrical Drawing, 

When sold on the $5.00 installment plan the first payment 
is $5.00 and the balance is payable at the rate of $5.00 per 
month. 

When sold on the $2.00 installment plan the first payment 
is $2.00 and the balance is payable at the rate of $2.00 per 
month. 

Additional charge for postage to students residing in coun- 
tries of the Universal Postal Union, outside of the United 
States, Canada, and Mexico, $3.50, payable in advance. 

Students who complete all the subjects of this course and 
pass a final examination are awarded the Bridge Engineering 
Diploma. 



80 THE CORRESPONDENCE 



v.— THE MUNICIPAL ENGINEERING SCHOLARSHIP. 

Price, $55.00 in Advance, $60.00 on the $5.00 

Installment Plan, or $65. OO on the 

$2.00 Installment Plan. 

SUBJECTS TAUGHT: 

Course for Arithmetic, Strength of Materials, 

City Engi- Algebra, Surveying, 

neers, Con- Logarithms, Land Surveying, 

tractors, Geometry and Trigonometry, Mapping, 

Surveyors Elementary Mechanics, Drainage, 

and Assist- Hydromechanics, Sewerage, 

ants, Drafts- Pneumatics, Streets and Highways, 

men, Etc. Geometrical Drawing, Paving. 
Mechanical Drawing, 

When sold on the $5.00 installment plan the first payment 
is $5.00 and the balance is payable at the rate of $5.00 per 
month. 

When sold on the $2.00 installment plan the first payment 
is $2.00 and the balance is payable at the rate of $2.00 per 
month. 

Additional charge for postage to students residing in coun- 
tries of the Universal Postal Union, outside of the United 
States, Canada, and Mexico, $4.50. 

Municipal Students who complete all the subjects of this course and 
Engineering pass a final examination are awarded the Municipal Engi- 
Diploma. neering Diploma. 

VI.— THE HYDRAULIC ENGINEERING SCHOLARSHIP. 

Price, $55.00 in Advance, $60.00 on the $5.00 

Installnnent Plan, or $65. OO on the 

$2.00 Installment Plan. 

SUBJECTS TAUGHT: 

Course for Arithmetic, Strength of Materials, 

Civil, Min- Algebra, Surveying, 

ing,Meclian- Logarithms, Surveying and Mapping, 

leal, and Geometry and Trigonometry, Steam and Steam Engines, 

Otlier Engl- Elementary Mechanics, Steam Boilers, 

neers, Sur- Hydraulics, Waterwheels, 

veyors, and Pneumatics, Hydraulic Machinery, 

Their As- Geometrical Drawing, Water Supply and Distribution, 

sistants , Mechanical Drawing, Irrigation. 
Draftsmen, . ,, 

jjtc. When sold on the $5.00 installment plan the first payment 

is $5.00 and the balance is payable at the rate of $5.00 per 

month. 



SCHOOL OF CIVIL ENGINEERING. 



81 



Hydraulic 
Eng:iueex*iiig 
Diploma. 



When sold on the §2,00 installment plan the first payment 
is 82.00 and the balance is payable at the rate of $2.00 per 
month. 

Additional charge for postage to students residing in coun- 
tries of the Universal Postal Union, outside of the United 
States, Canada, and Mexico, $4.00, payable in advance. 

Students who complete all the subjects of this course and 
pass a final examination, are awarded the Hydraulic Engi- 
neering Diploma. 



ORDER OF STUDIES. 

students have the option of taking Drawing in connection with 
their studies, but (except in the Complete Civil Engineering 
Course) are required to take the remaining subjects of their 
Courses in the order given. As it is to the student's interest 
to take the subjects in this order, this rule will be strictly 
enforced. 



Depends o i 
C i 1* c 11 m 
stances. 



TIME REQUIRED TO COMPLETE COURSES. 

It is impossible to sa}' how long it will take to finish a 
course, because the progress of students is influenced by 
conditions never exactly alike. The time required depends 
upon natural ability, previous education, habits of application, 
and the time which can be devoted to study. It will take a 
student who can devote two hours a day for six days in the 
week, about two years to finish the Kailroad, Bridge, Munici- 
pal, or Hydraulic Engineering Courses. 



I 



82 



THE CORRESPONDENCE 



CATALOGUE OF STUDIES. 



Subjects. 



Subdivisions and Details of the Subjects. 



Arithmetic. 

Ill Pages. 



Mensuration 
and the Ose 
of Letters in 



Formulas. 

33 Pages. 



Algebra. 

109 Pages. 



Logarithms. 

38 Pages. 



Part One, 51 Pages. — Notation — Numeration — Addition -Subtraction — 
Multiplication — Division : Long Division ; Short Division— Cancela- 
tion— Fractions : Reduction of Fractions; Least Common Denominator; 
Reduction of Fractions to Fractions Having a Common Denominator ; 
Addition, Subtraction, Multiplication, and Division of Fractions- 
Decimals : Addition, Subtraction, Multiplication, and Division of 
Decimals ; To Reduce a Common Fraction to a Decimal ; To Reduce a 
Decimal to a Common Fraction; To Express a Decimal Fraction 
Approximately as a Fraction Having a Given Denominator— The Use 
of the Symbols of Aggregation. 

Part Two, 60 Pages.— Percentage— Denominate or Compound Numbers : 
Reduction of Denominate Numbers ; Addition, Subtraction, Multipli- 
cation, and Division of Denominate Numbers— Involution — Evolution: 
Square, Cube, and Other Roots ; Short Method — Ratio— Proportion : 
Direct, Inverse, and Compound Proportion. 

Formulas — Lines and Angles — Equilaterals : Definitions of Various Equi- 
laterals ; Rules for Calculating Areas and Perimeters of Equilaterals— 
Triangles : Definitions of the Various Triangles ; Rules for Calculating 
Areas and Perimeters of Triangles— Polygons : Definitions of the Vari- 
ous Polygons; Rules for Calculating Areas and Perimeters of Poly- 
gons—Circles : Rules for Finding Periphery and Area of Circles ; Area 
of a Segment — The Prism and Cylinder : Rules for Finding the Area 
of the Convex Surface, Entire Surface, and Volume of a Prism or 
Cylinder— Pyramid and Cone : Rules for Finding the Area of the 
Convex Surface, Entire Surface, and Volume of a Pyramid or Cone ; 
Frustum of Pyramid or Cone ; The Sphere : Rules for Finding the 
Area and the Volume of a Sphere. 

Part One, 62 Pages. — Analogy Between Algebra and Arithmetic— Nota- 
tion — Algebraic Signs — Reading Algebraic Expressions— Positive and 
Negative Quantities — Addition — Subtraction — Symbols of Aggrega- 
tion—Multiplication: Multiplication of Monomials, Polynomials, and 
Special Rules for Binomials — Division — Factoring — Least Common 
Multiple— Fractions : Reduction of Fractions— Addition, Subtraction, 
Multiplication, and Division of Fractions ; Mixed Quantities and 
Complex Fractions— Involution— Evolution. 

Part Two, 47 Pages.— Exponents— Radicals : Addition, Subtraction, Mul- 
tiplication, and Division of Radicals — Equations — Solutions of Equa- 
tions of the First Degree — Solutions of Simple Equations Containing 
Radicals— Problems Leading to Simple Equations with One Unknown 
Quantity— Quadratic Equations: Pure and Affected Quadratic Equa- 
tions ; Equations in the Quadratic Form ; Problems Leading to Quad- 
ratic Equations---Equations Leading to Two Ihiknown Quantities: 
Various Methods of Elimination ; Quadratic Equations Containing 
Two Unknown Quantities ; Problems Leading to Equations Avitli Two 
Unknown Quantities. 

General Remark on Logarithms— The Common or Abridged System of 
Logarithms — Characteristic and Mantissa — Rules for Determining the 
Characteristic of the Logarithm of Any Number— The Logarithmic 
Table— Rules and Explanations for Taking Out the Logarithm of Any 
Niimber- Rules and Explantions for Finding the Number Correspond- 
ing to a Given Logarithm— Application of Logarithms to Multiplica- 
tion, Division, Involution, and Evolution. 



SCHOOL OF CIVIL ENGINEERING. 



83 



Geometry 

and 

Trigonometry. 



60 Pages. 



Elementary 
Mechanics. 



66 Pages, 



Hydro- 
mechanics. 



43 Pages. 



lydranlics. 

79 Pages. 



Lines and Angles : Definitions and Properties of Plane Figures— Poly- 
gons : Regular, Equilateral, and E<juiangular Polygons; Quadrilat- 
erals, Pentagon, Hexagon, Heptagon, Octagon, Decagon, Dodecagon 
—Triangles: Isoseeks, Scalene, Right Angle, and Ulili«iue Angle Tri- 
angles— Properties of Triangles— The Cin-le : Diameter, Radius. Chord, 
Segment, Sector, Quadrant, etc.— lns/;ribed Angles— Inscribed Poly- 
gons—Passing a Circle Through Three(riven Points— The Tangent and 
Tangent Circles— Concentric Circles— Trigonometry— The Six Parts f)f 
a Triangle— The Trigonometric Measure; of an Angle— Trigonometric 
Functions: Sine, Tangent, Cosine, Cotangent— Application of Trigo- 
nometric Functions to Plane Triangles— Trigonometric Tables— Direc- 
tion for Finding the Functions l-rora the Tables— The Solutions of 
Triangles : The Solution of Right-Angled Triangles and of Oblique 
Triangles— Mensuration— Mensuration of Plane Surfaces; Rules for 
landing the Areaof Triangles, C^uadrilaterals and D-regular Polygons— 
The circle : Rules for Finding the Periphery and Length of aii Arc of 
a Circle ; Rules for Finding the Area of a Circle, of a Sector, and of a 
Segment— Rules for Finding the Area and Periphery of an Kllij)se — 
Finding the Area of Any Plane Figure— Mensuration of Solids— Rules 
for Finding the Area of tlie Convex Surface, Diterior Surface and Vol- 
ume of a Prism, Cylinder, Pyramid, Cone, Frustum of a Pyramid or 
Cone, Sphere and Cylindrical Ring— Projections— Symmetrical and 
Similar Figures. 

The Properties of Matter — Motion and Rest— Velocity — Force— The 
Three Laws of Motion— The Representation of Forces by Lines— Com- 
position of Forces; Parallelogram, Triangle, and Polygon of Forces; 
The Resultant and Equilibrant— Resolution of Forces — Dynamics — 
Gravitation : La\\s of Gravitation and Laws of Weight — Falling 
Bodies : Acceleration and Retardation ; Formulas for Falling Bodies - 
Projectives— Centrifugal Forge— Statics— Moments— Couplets— Center 
of Gravity ; Plane, Area and Solid— The Three States of Equilibrium — 
Simple Machines : Lever, Simple and Compound ; The Wheel and Axle 
and Wheel work; The Pulley : Fixed and Movable Pulleys, Combina- 
tion of Pulleys, DifYerentiar Pulleys: Inclined Plane; The t^crew— 
Velocity Ratio— Friction : Coefticient of Friction; Law of Friction — 
Efficiency — Work— Energy : Kinetic and Potential Energy— Power— 
Horsepower— Force of a Blow — Density and Specific Gravity— Table 
of Specific Gravity of Various Substances. 

Hydrostatics— Pascal's Law— The Pressure Exerted by a Liquid in 
Various Directions: Downward, Upward, and Lateral Pressure — 
Pressure Upon Oblique Surfaces — Buoyant Effects of Water— Principle 
of Archimedes— The Mean Velocity of Discharge— Velocity of Efflux— 
The Head and Equivalent Head— The Contracted Vein— Coefiicient of 
Efflux — Coefficient of Discharge— Weir:^— Calculating the Flow 
Through Weirs — The Flow of Water in Pipes — Mean Velocity of Flow 
—The Actual Head— The Quantity Discharged From Pipes— The Cal- 
culation of the Diameter of a Pipe— Bends and Elbows. 

Hydrostatics: Pressure of Liquid; Transmission of Pressure; Pascal's 
Law ; Downward Pressure; Pressure Due to Weight ; General Law for 
Downward Pressure; Upward Pressure; General Law for Upward 
Pressure; Lateral Pressure; Hydraulic Press; Pressure Upon Oblique 
Surfaces; Pre.'-sure in Cylinders and Spheres— Buoyant Efects of 
Water: Priucipleof Archimedes- Specific Gravity: Rules for Specific 
Gravity; Hydrometers — Capillary Attraction— Hydrokinetics; Mean 
Velocity; Velocity of Efflux; Head; Head Due to Velocity Equiva- 
lent Head Range— Standard Orifice: Coefficient of Contraction; 
Coefficient of Velocity; Coefficient of Discharge; Coefficient -fo Cir- 
cular Vertical Orifices: Coefficients for Rectangular Orifices Sub- 
merged Rectangular Orifices— Weirs: Weirs With End Contractians; 
Weirs AVlthoui) -End Contractions; The Hook Gauge: Discharge i>f 
Weirs- Coefficient for Weirs With End Contractions: Coefficients- for 
Weir* Without End Contractions— Flow Through Tubes: Standard 
Tubes- Coefflcientof Discharge; Conical Tubes ; Compouno Tubes; 
Inward Projecting Tubes— Energy of a Jet— Nozzles— The Miner's 
Inch— Flow Through Pipes: Pres.sure Head and Velocity Head; 
Losses of Head; Hvdrostatic Head ; Piezometers; Losses of Head at 
Entrance; Loss of Head From Friction in the Pipe; Coefficients for 
Pipes; Losses of Head Due to Changes of Sections and Bends; Total 
Head ; Velocity of Flow ; Long Pipes ; Head Required to Produce a 
Given Velocitv; Quantity Discharged From Pipes; To Compute the 
Diameters of Pipes ; Effective Head ; Hydmulic Gradient; Siphon- 
Flow of Water in Conduits and Channels: Slope; Wetted Perimeter ; 



84 



THE CORRESPONDENCE 



Hydraulic Radius ; H^'dxaulic Mean I>epth ; Mean Velocity ; Dis- 
charge ; Kutter's Formula ; Coefficients lor Kutter's Formula— Flow 
in Brooks and Rivers : The Current Meter ; Woltmann's Tachometer ; 
Rating the Current Meter; Use of the Current Meter; Measuring 
Velocity by Means of Floats ; Rod Floats, Surface Floats, Submerged 
Floats. 

f Properties of Air and Gases— Tension — Torricelli's Experiment — Vacuum 
— The Mercurial and Aneroid Barometers— Mariotte's Law — Manome- 
ters and Gauges— Gauge Pressures and Absolute Pressures— Gay-Lus- 
sac's Law— Rules and Formulas for Calculating Volumes, Pressures, and 
Temperatures of Air — Mixtures of Gases : Equal Volumes and Unequal 
Pressures; Unequal Volumes and Pressures; Unequal Volumes, 
Pressures, and Temperatures— Pneumatic Machines— The Air Pump — 
Magileburg Hemispheres— The Weight Lifter— The Baroscope— Air 
Compressors— Hero's Fountain — The Siphon, Its Principle and Action 
—The Calculation of the Power Necessary to Work a Pump. 



Pneumatics. 

48 Pages. 



Heat. 



Pages. 



Geometrical 
Drawing. 



fflechanical 
Drawing. 

53 Pages. 



f The Properties, Sources, and Measurement of Heat — Nature of Heat — 
Thermometers : Fahrenheit. Centigrade and Reaumur Thermometers 
— Temperatures : Absolute Temperatures ; Absolute Zero — Expansion 
of Bodies: Linear, Surface, and cubical Expansion; Coefficient of 
Expansion ; Tables of Coefficients of Expansion of Various Substances 
— Heat Propagation: Conduction, Convection, and Radiation — Law of 
Radiation of Heat— Dynamical Theory of Heat— Heat Units : British 
Thermal Unit, Thermal Unit, and Calorie— Specific Heat — Tables of 
Specific Heat of Various Substances — The Calculation of Specific Heat 
— Latent Heat: Latent Heat of Fusion and of Vaporization ; Table of 
Latent Heat of Different Substances— Sources of Heat and cold; 
Physical, Chemical, and Mechanical Sources — Mechanical Equivalent 
of 'Heat— First Law of Thermodynamics — Inner Work and Outer 
Work— Isothermal Expansion — Construction of the Isothermal Expan- 
sion Curve— Work Done During Isothermal Expansion — Adiabatic 
Expansion— The Adiabatic Expansion Curve — Work Done During 
Adiabatic Expansion— Second Law of Thermodynamics— The Ideal 
Heat Engine— The Reversible Cycle Process— Closed and Open Cycle 
— The Efficiency of a Perfect Heat Engine. 

Instruments and Materials : The Dra wing-Board ; Paper ; T Squares ; 
Triangles ; Compasses ; Spacing Dividers ; Pencils ; Right Line, or 
Ruling Pen ; Irregular Curves ; Protractors — Directions for Use and 
Care of Instrumenis — Inking— Drawing Ink — Sharpening Ruling 
Pens — Directions for Lettering — Simple Geometrical Constructions — 
Representation of Objects — Descriptions of Different Kinds of Lines- 
Used on Drawings — Different Views of an Object — Drawing Various 
Views of Simple Objects in Orthographic Projection — Directions for 
Dimensioning Drawings — The Conic Sections: Ellipse; Parabola; 
Hyperbola— Intersections and Developments of Cylindrical and Con- 
ical Surfaces— Shade Lines, Their Use and Application, 

Plate: X; Single Square-Threaded Screw; Double Square-Threaded 
Screw; Single V-Tiireaded Screw; Double V-Threaded Screw; Sec- 
tion Wrought-IronPipe; Hand- Wheel: Crank— Lettering: Alphabets — 
Plate : XI ; Double Square-Threaded Screw, Hexagonal Head and 
Nut; Shaft- Flange Coupling— Representing Different Materials; Cast 
Iron; Wrought Iron; Steel; Brass; Babbitt Metal; Wood— Plate: 
XI; Gland; Riveted Joint; Clamp, Dog. or Carrier; Clamp Box — 
Scales— Plate XII: Bench Vise and Its Details— Plate XIII: Propor- 
tions of Rivet; Riveted Joints — Definitions in Bridge Construction- 
Plate XIV : Bridge Details; End Post; Details of Upper Chord ; Inter- 
mediate Post; Lateral Hitch and Portal Connection— Plate XV: 
Bridge Details ; Details of Portal Bracing; Intermediate Lateral 
Strut; Knee Brace; Floor Beam— Plate XVI: Details of Riveted 
Lower Chord; Members; Latticed Chord Bars; Shoe Strut; Expan- 
sion Shoe; Anchor Bolt; Nestof Rollers ; Bed-Plate; Anchored Shoe 
—Plate XVII: Dimensions of Main Tie-Bar; Counter-Tie; Hip Verti- 
cal Rod; Top Lateral Rod; Bottom Lateral Rods; Floor Beam 
Hanger and Hanger-Plate ; Separator ; Chord Pins ; Assembly Draw- 
ing of Members Which Connect at Hip Joint; Intermediate Top 
Chord Joint ; Joint at Foot of Intermediate Post ; Joint at Foot of Hip 
Vertical ; Shoe Joint at Expansion End of Bridge— Plate XVIII : Side 
Elevation of Half of Completed Truss, Members in Position; Top 
Views or Half Plans of Uppei and Lower Lateral Bracing; Front 
View of Portal Bracing Attached to End Post ; Intermediate Sectional 
View at Center of Bridge— Tracings— Blue-Printing. 



SCHOOL OF CIVIL ENGINEERING. 



85 



fflechanical 
Drawing. 

(HYDRAULIC 
AND 

MUNICIPAL 
ENGINEERING 
COURSES.) 



Elementary 
Graphical 
Statics. 

105 Pages. 



Strength of 
Materials. 

80 Pages. 



Analysis of 
Stresses. 

132 Pages. 



Proportioning 
the Material. 

124 Pages. 



Conventional MeUiod of KepreseuLiug Screws— Drawing a Hand-Wheel 
—Drawing a Crank— Section Lining-Scales— ConstrnctinK a .Scale- 
Drawing Machine Details- Drawing a Band-Wheel— Conventional 
Method of Representing Nuts— Drawing an Eccentric— Drawing a 
Brake Lever— Drawing a Connecting-Kod— Drawing an Exjjansion 

J Joint— Diawing a Reversing Lever— Drawing a iVInch Globe Valve. 

j Tiie Instruction in the Hydraulic Jingineering Course includes, in 
addition to the above, two plates: Drawing of a Compound Pumping 
Engine, Drawing of Girard Turl)ine. 
The Instruction in the Municipal Engineering Course includes, in addi- 
tion to the al:Kive, two plates: Drawing of Sewer Details— Drawing of 

L Details of Catch Basin and Junction. 

Definitions: Properties of Force: Resultants and Comixnients— Graph- 
ical Representation of Forces— Concurring Forces: Force Polygon; 
Triangle of Forces and the Equilibrant; The Equilibrantor Resultant 
of any Number of Forces ; Values of Forces Which May be Determined 
by ihe Force Polygon ; Bow's Notation ; Forces in a Frame ; External 
and Internal Forces; Stress Diagram; Directions of Forces and Char- 
acter of Stress— Non-Concurring Forces: Moments; Statical Couple; 
Resultant Moment; Bending Moment ; Resisting Moment— Reactions 
of Supports — Equilibrium Polygon— Graphical Expression for 
Moments; Culmann's Principle; Pole Distance: Intercept; Moment 
Diagram— Application of Moment Diagram to Inclined Forces; 
Uniform Load ; Cantilever— Point of Con traflexure— Application of 
Stres£-i)iagranW;a Derrick ; Traveler ; Roof Truss. 

Material Used for Construction : Cast Iron ; Wrought Iron r Steel ; Tim- 
ber—Stresses and Strains — Tension — Experimental Laws— Coefficient 
of Elasticity; Elastic Limit; Ultimate Strength; Ultimate Elonga- 
tion; Compression— Shear— Factors of Safety: Tables of Factors of 
Safety— Strength of Pipes and Cylinders— Force Diagram— Equilibrium 
Polygon— Comi^ositi on of Moments — Graphical P^xpression for Mo- 
ments—Beams : Simple and Cantilever — Reactions of Supports— The 
Vertical Shear— Application of Force and Equilibrium Polygon to the 
Calculation of Reaction of Supports, Shearing Stress and Bending 
Moment of Beams— The Neutral Axis— The Moment of Inertia and 
Radius of Gyration- The Calculation of Sizes of Beams for Strength — 
Deflection of Beams— Comparison of Strength and Stiffness of Beams — 
Ci'tlumns — Calculation of Sizes of Columns — Torsion — Calculation of 
Sizes o^Shafts — Ropes— Chains. 

Part One, 68 Pages.— The Truss : Truss Bridge ; Span ; Panel Length ; 
Members of a Truss, Classification of Bridges ; Deck; Through; High 
Truss; Low Truss: Half Deck; Pin-Connected; Riveted Girder — 
Loads: Live; Dead; Wind; Panel Concentrations; Stresses from 
VarvingLoad; Maximum Live Load Chord Stresses; Maximum Live 
Load Web Stresses; The Dead Load; Dead Load Stresses; Counter 
Stresses; Wind Stresses; Stresses in Lateral Systems; Stresses in 
Latticed Portal; Floor-Beam Stresses; Stress Sheets; Stresses by 
Moment and Shear Digarams ; Short Method for Web Stresses ; Howe 
Truss ; Warren Girder. 

Part Two, 64 Pages.— Trusses with Inclined Chords ; Curved Chords : 
Formulas for Chord Stresses ; Inclined Chords ; Whipple Truss ; Balti- 
more Truss: Petit Truss; The Assumption for Maximum Web 
Stresses; Stresses in a Braced Portal; Floor Beams with Sidewalk 
Cantilevers ; Stresses Due to Heavier Floor Loads ; Concentrated 
Wheel Loads. 

Materials Used for Superstructures of Bridges : Quality of Materials ; 
Wrought Iron; Steel— Use of Wrought Iron: Factors of Safety and 
Unit Stresses ; Specifications and Hand-Books— Unit Stresses Allowed 
for Tension Members— Proportioning Material for Tension Members- 
Compression Members ; Radii of Gyration ; Formulas for Compres- 
sion ; Dimensions of Compression Members -Weight of Wrought Iron : 
Tables— Proportioning the Material for Compression-Members— Effect 
of Wind Stresses ; Stiff Tension Members— Proportioning Material for 
Floor Beams— The Floor : Table— Completing Stress Sheet— The Use of 
Steel • Cooper's Specifications— Fatigue of Metals : Woehlcr's Law ; 
Thacher's Specifications ; Lewis's Specifications— Comparative Weight 
and Specific Gravitv of Wronghtlron and Steel : Tables— Eccentricity, 
Positions of Pins, Bending Stresses Due to Weight of Member— Propor- 
tions of Bars— Selection of Material for Metal Bridges. 



^ 



86 



THE CORRESPONDENCE 



General Requirements for Details— Specifications— Camber : Exact 
Length ol: Diagonal Members ; Distance Between Center of Pins — 
Compression Members : Positions of Pins in Chords and End Posts ; 
General Dimensions of Upper Chord and End Post ; Clearance ; Sizes 
of Pins ; Proportioning Pin-Plates : Shearing Upon Pin ; Bearing 
Upon Pin and Thickness of Pin- Plate ; Shearing and Bearing Upon 
Rivets in Pin-Plates ; Tables of Shearing and Bearing Values for 
Rivets ; Dimensions of Pin- Plates and Arrangement of Rivets ; 
Moments on Pins ; Positions of Bearings Upon Pin ; Bending Moment 
Upon the Pin ; Resisting Moments of Pins ; Table of Resisting 
Moments ; Pin-Plates for the Hip-Joint of Chord ; Thickness of Bear- 
ings; Rivets Required by Shearing and Bearing Stresses ; Positions 
and Intensities of Bearings Upon Hip-Pin ; Bending Moments Upon 
Pin ; Resisting Moment of Pin ; Constructive Details of End Post ; 
Positions of Rivet Lines ; Spacing of Rivets in Cover Plates ; Batten 
Plates ; Lattice Bars ; Details of Upper Chord ; Joint and Splice 
Plates; Batten Plates ; Lattice Bars ; Constructive Details of Interme- 
diate Post ; Spacing for Rivet Lines in Angles ; Connections ; Forked 
Ends of Compression Members ; Constructive Details of Portal Bracing; 
Governing Conditions ; Arrangement of Lattice Bars ; Portal Connec- 
tions ; Constructive Details of Lateral Struts and Knee-Braces ; Con- 
structive Details of Floor Beams ; Positions of Rivet Lines ; Bending- 
Moments and Increments of Flange Stress ; Pitch of Rivets in Flange 
Angles ; Stiffeners : Positions of Beam Hangers ; Connection for Lat- 
eral Rods— Tension Members : Eye-Bar Heads ; General Requirements 
and Manufacture ; Dimensions of Wrought Iron Eye-Bar Heads ; 
Dimensions of Steel Eye-Bar Heads ; Constructive Details of Lower 
Chord Members ; Bearing on Pin ; Section of Pin-Plate Across Pin- 
Hole ; Critical Section of Pin-Plate : Rivets for Connecting Pin-Plates; 
Metal Behind Pin ; Stiffened Eye-Bars ; Constructive Details of Ten- 
sion Web Members ; Main Tie-Bars ; Hip Vertical ; Counter Tie ; Upset 
Screw Ends; Turnbuckles ; Constructive Details of Lateral Rods; 
Dimensions of Nuts ; Lower Lateral Rods ; Upper Lateral Rods ; Con- 
structive Details of Beam-Hanger ; Hanger Nuts ; Thickness of 
Hanger Plates. 



Details or 
Construction. 



125 Pages. 



Details, Bills, 
and 
Estimates. 



96 Pages. 



Steam and 
Steam 
Engines. 

(Civil Engineering 
Course.) 

160 Pages. 



Details of Shoes, Rollers, and Bed-Plates : Rollers : Coefficient of Expan- 
sion : Bending Moment on Shoe-Plate ; Thickness of Shoe-Plate ; Form 
of Shoe ; Bed-Plate : Anchor Bolts — Details of Pins, Nuts, and Wash- 
ers ; Grip of Pins ; Screw Ends and Pilot Nuts : Diameter of Finished 
Pins : Pin -Nuts : Cotter Pins ; Pin Washers : Shop Drawings— Bills r 
Shop Lists — Iron Order : Ordered Lengths of Material : Order Lists : 
Stock Material — Lumber Bill ; General Observations Concerning Tim- 
ber : Relative Height and Arrangement of Joists : Bill of Lumber — 
Shipping Bills: Field Rivets: Bolts and Washers: Spikes and Nails: 
Erection Bolts ; Pilot Nuts : Lumber Bill : Shipping Bill— The Erec- 
tion Diagram — Estimates : Approximate of Preliminary Estimates ; 
General Methods ; Assumed Lengths and Equivalents ; Estimate of 
Weight ; Accuracy of Dead Load : Close Estimate— Metal Joists and 
Stringers : Strength of I Beams ; Table : Positions and Connections of 
Floor Beams; Beams Below Chords, Single-Forged Hangers; Double- 
Forged Hangers ; Plate Hangers ; Stiff-Beam Hangers ; Beams Above 
Chords— Name-Plates and Railings : Hub Guards : Hand-Rails : 
Attachment of Hand-Rail Posts— Paint and Painting : General Consid- 
erations ; Kinds of Paint Used : Covering Capacity of Paints ; Table : 
Use of Red Lead : Proportions for Mixin? : Amount of Painted Sur- 
face : Preparing Iron for Painting— Imperfect Design and Inconsistent 
Requirements: Light Weights and Thin Metal; Countersunk Rivets : 
Unsymmetrical Sections ; Eccentricity of Pin-Plates : Pitch of Rivets 
at End of Members : Requirements for Fatigue of Metals : Require- 
ments for Flat-Ended Columns. 

Steam— Saturated and Superheated Steam— Outer Work and Inner 
Work— Steam Tables— Calculations Requiring the Use of Steam 
Tables— Expansion of Steam— Work Done by Expansion of Steam — 
Work Diagram— Steam-Engine Mechanism— Plain Slide- Valve Engine 
— The D Slide Valve and Steam Distribution— Rocker Arms— Indi- 
cators and Indicator-Diagrams— Directions for Taking Indicator- 
Diagrams— Determination of Horsepower — Mechanical and Thermal 
Efficiency of the Steam-Engine— Reading Indicator-Diagrams— The 
Wheelock Engine— The Corliss Engine— Governors : Throttling Gov- 
ernors; Pendulum Governors; Shaft Governors— Compound Engine: 
Tandem, Cross, and Twin Compound Engines — Compound Engine 
Diagram — Combining the Diagram of Compound and Triple-Expan- 



SCHOOL OF CIVIL ENGINEERING. 



87 



sion Engines— Ratio of Cyliudeis— Horsepower of Comi>oun<l Engine 
Balanced Valves— Multiple-Expansion Engines- Mechanics of t 



(Civil Engineering 
(Jourse.) 

191 Pages. 



the 

Steam-Engine— Condensers: surface Condensers and Jet Condensers; 
Calculation of Water Required bv Condensers ; Calculation of Cooling 
Surface of Condensers— The Elv-Wheel— The Calculation of the 
Weight of a Fly-Wheel— Stepheusofi Liuk-Motion. 

Description of Various Types of Steam Boilers : The Plain Cylindrical 
Boiler ; The Flue Boiler ; The Keturn-Tubular Boiler ; The Cornish 
and Lancashire Boilers ; The Galloway Boiler ; The Locomotive 
Boiler; Vertical Boilers; Babcock and Wilcox Water-Tulje Boiler; 
The Root Water-Tube Boiler ; The Heine Water-Tube Boiler ; The 
Stirling Boiler; The Harrison Safety Boiler; The Hazelton Boiler; 
The Scotch Marine Boiler ; The Double-Ended Scotch Boiler— Boiler 
Materials— Strength of Boiler Shells and Flues— Riveting and Riveted 
Joints: Lap and Butt Joints; Single-Riveted and Double-Riveted 
Joints ; Strength of Joints— Arrangement of Joints and Plates— Caulk- 
ing— Flat Surfaces— Boiler Stays— Crown Bars— Strength of Stayed 
Surfaces— Boiler Fittings : Feed' Apparatus ; Globe \'alves and Check 
f., TJ -1 Valves: Feed-Water Heaters; Economizers: Safetv Valve; Calcula- 

0168,111 DOllBrS. -{ tions Pertaining to Safety Valves; The Spring Safety Valve; The 
Steam Gauge ; Gauge Cocks and Gauge Glasses ; Fusible Plugs ; Blow- 
Out Apparatus; The Dome ; The Dry Pipe; Man-Holes; Mud-Holes 
and Hand-Holes— Combustion and Fuels— Temperature of Combustion 
—Calculation of Air Required for Combustion — Natural and Forced 
Draft — Water Circulation— Losses of Heat — Furnace P'ittings : Grates ; 
the Argand Steam Blower; Bridge; Mechanical Stokers — Firing- 
Chimneys — Calculations Pertaining to Chimneys— Proportions of 
JBoilers: Grate Surface; Heating Surface — Horsepower of Boilers — 
Boiler Trials— Directions for Making Boiler Trials— Determining the 
Quality of the Steam— The Separator Calorimeter-Incrustation— Wear 
and Tear of Boilers — Inspection and Testing — Boiler Explosions- 
Management and Care of Boilers— Boiler Setting— Boiler and Pipe 
Covering — Steam Pipes— The Separator— Steam Loop— The Injector. 

Part One, 76 Pages.— Heat : Temperature ; Effects of Heat ; Latent 
Heat : Measurement of Heat : Relation Between Heat and Work : 
Mechanical Equivalent; Specific Heat: Table: Latent Heat of 
Fusion ; Latent Heat of Steam ; Temperature of Mixtures : Steam ; 
Ebullition ; Saturated Steam ; Steam Tables ; Work Done by Steam ; 
Expansion of Steam— The Steam-Engine ; Plain Slide-Valve Engine; 
Clearance ; Stroke ; Eccentric ; D Slide Valve and Steam Distribution, 
Effects of Lap, Lead, Position of Eccentric ; Rocker Arms ; Direct and 
Indirect Valves ; Forms of D Slide Valves, Double-Ported Valves, 
Allen Valve, Meyer Cut-Off Valve ; Setting the Slide Valve, Dead Cen- 
ters, To Place Engine on Dead Center, Directions for Setting Slide 
Valve; Valve Gear Problems : Clearance, Real and Apparent Cut-Off; 
Clearance, Real and Apparent Cut-Off, Ratio of Expansion : Diameter 
of Steam and Exhaust Pipes. 

Part Two, 79 Pages.— Corliss Valve Gear— Reversing Gear, Link- 
Motion— Governors : Throttling Governors ; Automatic or Adjustable 
Cut-Off Governors ; Pendulum or Fly-Ball Governor ; Shaft Governor ; 
Armington and Sims— Indicators and Indicator-Diagrams ; Reducing 
Motion : Directions for Taking Indicator-Diagrams ; Points and Lines 
in Diagram: Horsejjower; Mean Effective Pressure, Approximate 
Determination of Mean Effective Pressure : Piston Speed : Friction 
Horsepower, Net Horsepower ; Reading Indicator-Diagrams : Faults 
in Steam Distribution : Steam Consumption : Expansion Line : Deter- 
mining Point of Cut-Off : EflBciency of Heat Engines ; Condensers : 
Condensation; Surface Conden.ser; Jet Condenser -Compound and 
Multiple Expansion Engines ; Examples of Compound Engines : 
Horsepower of Compound Engines. 

Part One, 82 Pages.— Chemical Elements: Laws of Chemical Com- 
binations; Element; Compound; Chemical Combination, Combina- 
tion by Weight, Combustion, Heat of Combustion, Temperature of 
Combustion, Conditions Required for Economical Combustion— Types 
of Steam Boilers : Steam Boiler : Essential Parts : Classes ; Stationary ; 
Locomotive; Marine: Tvpes ; Plain Cylindrical Boiler; Flue Boiler; 
Return Tubular; Cornish and Lancashire Boilers; Galloway Boiler; 
Locomotive or Firebox Boiler; Vertical Boiler; Water Tube and 
Sectional Boilers, French or Elephant Boiler, Babcock and Wilcox 
Boiler. Root Boiler, Heine Water Tube Boiler, Stirling Boiler, Harrison 
Boiler, Hazelton or Porcupine Boiler, Field Boiler : Marine Boilers ; 



Steam and 
Steam 
Engines. 

(Hydraulic Engi- 
neering Course.) 
155 Pages. 



88 



THE CORRESPONDENCE 



Steam Boilers. 

174 Pages. 
(Hydraulic Engi- 
neering Course.) 



Scotch or Drum Boilers— Construction of Boilers : Materials ; Wrought 
Iron, Steel, Cast Iron, Copper, Brass, Rivets : Riveted Joints ; Arrange- 
ment of Joints and Plates ; t-onnecting Plates ; Rivet Holes ; Calking ; 
Staying of Fiat Surfaces : Diagonal S Stays : Girder Stays or Crown 
Bars— Grate Surface, Heating Surface : Rate of Combustion : Ratio of 
Heating Surface to Grat^; Surface : Ratio of Heating Surface to Horse- 
power— Horsepo we'. c;f Boilers : Standard Unit of Horsepower : Factors 
of Evaporation ; Tables. 
Part Two, 92 Pages.— Boiler Fittings: Safety Valve; Dead-Weight 
Safety Valve; Lever Safety Valve; Spring Safety Valve: Area of 
Safety Valve : Directions for Use and Care of Safety Valve : Feed 
Appai;atus ; Feed Water Heaters ; Economizers : Steam Gauge ; Gauge 
Cocks iand Water Gauges : Fusible Plugs : B low-Out Apparatus : Dome 
and Dry Pipe : Manhole : Mud-Holes and Handholes — Furnace Fit- 
tings Grates : Dead Plate : Argand Steam Blower : Bridge — Chimneys: 
Natural Draft: Forced Draft — Management, Setting and Care of 
Boilers— Fuels: Firing; Spreading, Alternate, Coking Firing; 
Mechanical Stokers— Boiler Setting : Boiler and Pipe Covering ; 
Installation of Complete Steam Plant ; Steam Pipes— Incrustation ; 
Remedies for Incrustation : Wear and Tear ; Corrosion : Leakage ; 
Overheating: Inspection and Testing: Boiler Explosions; Preven- 
tion : Management and Care of Boilers; Rules and Directions ; Boiler 
Trials ; Code of Rules for Boiler Trials— Steam Appliances : Separator : 
Steam Loop: Injector; Pumps. 



LocomotiYes. 



240 Pages. 



Part One, 118 Pages.— Hea.t : Definition: Temperature: Effects of 
Heat; Latent Heat: Measurement of Heat; Relation Between Heat 
and Work : Specific Heat : Latent Heat of Fusion : Latent Heat of 
Steam: Temperature of Mixtures— Steam : Definition: Saturated 
Steam: Superheated. Steam: Steam Tables; Properties of Saturated 
Steam— Work Done by Steam : Work Diagrams— Expansion of Steam 
—The Steam Engine— Action of Valve— D Slide Valve and Steam 
Distribution: Effects of Lap, Lead, Position of Eccentric: Rocker 
Arms: Direct and Indirect Valves: Dead Centers— Clearance, Real 
and Aiiparent Cut-Off Clearance : Real and Apparent Cut-Off, 
Ratio oi'Expansion— Indicators and Indicator Diagrams: Indicator: 
Reducing Motion : Directions for Taking Indicator Diagrams Points 
and LinesoDf Diagram: Horsepower: Reading Indicator Diagrams: 
Steam Consumption — Efficiency of Heat Engines — Chemical Elements : 
Lawaof Chemical Combinations ; Elements and Compounds: Chemi- 
cal Combinations; Combination by Weight: Combustion; Tempera- 
ture of Combustion ; Conditions Required for Economical Combustion. 

Part Two, 122 Pages. — Classification of Locomotives: Passengei and 
Freight: Special Service — Resistance: Rolling Friction: Axle or 
Journal Friction— Adhesion — Tractive Power — Details of Construc- 
tion: Frames: Driving Wheels; Driving Axles; Driving Wheel 
Parts: Driving Box: Truck Construction : Locomotive Boiler; Parts: 
Rivets, Riveted Joints : Arrangement of Joints and Plates ; Attaching 
Boiler and Frame — Combustion in Locomotive Pire-Box — Heating 
Surface— Con sti'uction of Cylinders: Details: Dimensions of Cylinders 
— Pistons and Piston Rods— Driving Parts— Throttle Valve and Steam 
Pipe— General Outfit of Locomotive— Fixtures of Locomotives : Lubri- 
cators: Safety Valves : Whistle: Water Gauge: Injector— Automatic 
Brakes: Vacuum Brakes : Eames' Vacuum Brake : Air Brakes: West- 
inghouse Automatic Air Brake : Westinghouse Automatic Air 
Pump. 



Land 
SurYeying. 



60 Pages. 



United States System ot Surveying Public Lands : Principal Meridian : 
Township Divisions : Obstacles: Standard Parallels: Running Town- 
ship Lines : Random Lines : Running Section Lines : Water Frontage : 
Meandering : Marking Lines : Marking Corners : Field Books— Retra- 
cing Old Lines— How to Determine Magnetic Variation— Establishing 
New Boundaries— Lost and Ohliterated Corners— Areas : Methods of 
Computing Areas : By Dividing Plat into Triangles ; By Dividing Plat 
into Trapezoids— Latitudes and Departures: Definitions: Traverse 
Tables: Testing a Survey: Balancing a Survey : Application of Lati- 
tudes and Departures to' Platting: Calculating the Content— Longi- 
tudes: Areas: Application of Double Longitudes to Finding Areas : 
To Find Most Easterly or Westerly Station of Survey— Town Sites and 
Subdivisions: First Considerations: Grades, Drainage and Topog- 
raphy: General Directions for Preliminary Survey: Measurements: 
Base Lines and Subdivisions: Permanent Monuments— Traverse 
Tables. 



SCHOOL OF cniL ENGINEERING. 



89 



Railroad 
Surveymg. 



115 Pages. 



Mapping 

80 Pages. 



Railroad 
Location. 

66 Pages. 



Propositions in Geometry-«-Compass Surveying : TheConipa.'is ; Mnpnetic 
Needle ; Sights : Divided Circle : Lettering : i.evels: Tripod : J>efects of 
Compass: iiearings : Backsights : Declination of the Needle: Polar 
Star— To Determine a True Meridian : JJy Observations of I'olar Star ; 
Changes in Magnetic Declination: To Correct Magnetic Bearings ; Jjy 
Equal Shadows of the Sun— Field Work : Engineer's Chain : Danger 
of Error : Keeping Chaiumen in Line : Compass in Railroad Surveys : 
Organization of Party: Actual Work: Form for Keeping Notes: 
Platting— Transit Surveying : Engineer's Transit: Telescope: Cross- 
Hairs; Focusing the Telescope; Graduated Circle; Movements; 
Levels : Vernier— Adjusting the Transit — Directions for Using Transit : 
Care of Transit: Setting Up the Instrument : How to Prolong a Straight 
Line: Double Centers : Horizontal Ancles : A Dellected Line: Check- 
ing Angles by the Needle: Simple Triangulation: Vertical Angles: 
Intersection of Tangents— Curves: Sinii)le: Compound: Reversed: 
Geometry of the Circle: Dcllection Angles: Degree of Curvature: 
Sub-Chords : Tangent Distances : To Lay Out a Curve With a Transit : 
Obstructions in Line of Curve: Tangent and Chord Deflections: Prac- 
tical Method of Determining Tauyent and Chord Deflections: Laying 
Out Curves Without a Transit: To Determine Degree of Curve by 
Measuring a Middle Ordinate, Field Rooks: Note Books: How to 
Keep Tran<iit Notes: Preservation of Notes and Records— Leveling: 
Level Surface: Tlirce Processes of Determining Elevations; Direct 
Leveling; General Principles; The Y Level ; Adjustments ; Sensi- 
bility of Level ; I'se and Care of Level; Target Rods; Datum Line; 
Turning Points ; Bench Marks; Check Levels ; Water Checks; Rapid 
Work ; Sources of Error ; Necessary Degree of Accuracy ; How to 
Keep Level Notes; How to Check Level Notes ; Profiles; Grade Lines 
— Topographical Surveying ; General Definition : Conduct of Tojk)- 
graphical Survey : Hand Level : Slope Angles : Platting Topography 
in the Field : Form of Topographer's Notes ; Working Up Notes- 
Indirect Leveling: Stadia Measurements— Aneroid Barometer: How 
to Determine Difference in Elevation with Aneroid Barometer — 
Hydrographic Surveying : Sounding : Conduct of Survey : Tide Gauges 
—Tables: Horizontal Distances and DifTerences of Elevation for 
Stadia Measurements— Radii and Chord and Tangent Deflections. 

Introduction : Map : Lines— Drawing the Plates : Plate I ; Six Angle 
Lines ; Notes— To Lay Off an Angle by Chords : To Lay Off an Angle 
bv Bearings : Notes : Plate II ; Platting bv Magnetic Bearings ; To Lay 
Off an Angle by its Tangent ; Platting by Tangents ; To Lay Off an 
Angle by Latitude and Deyjarture— Parallel Rulei-s- Line of Survey- 
Tangents and Curves— Map of Final Location— Plate III : Railroad 
Location : Notes— Use of Ofhce Curves and Beam Compass— Toix)graph- 
ical Drawing: General Definition: Systems of Representing Toix)- 
graphical Features : Ridge Lines : Valley Lines : Forms of Ground : 
Clear and Intelligible Maps : Use of Contours— Plate IV : Topographi- 
cal Drawing: First System: By Level Contours : Second System ; By 
Lines of Greatest Slope : Third System ; By Shades From Vertical 
Light— Conventional Signs : Sand: Rock: Vegetation: Shore Lines: 
Grounds and Gardens, etc.— Plate V : Use of Conventional Signs- 
Plate VI : Toixigraphical ISIap of a Village— Colored Topography- 
Scales— Size of Maps— Lettering— General Instructions. 

Need of a Railroad— Available Capital— Terminals— Imjx^rtant Consider- 
ation—Relative Economy— Towns and Terminals— Comparative Cost 
of Different Lines— Considerations Which Determine the Route- 
Reconnaissance : General Directions : Use of Hand Level : Keeping 
Notes; Deceptive Appearances of Country : Choice of Lines: Advan- 
tages of Vallev Lines : Organization of Party: Camp Outfit: Compase 
for Prelimina'rv Work— Field Work: Starting Point: Level Party: 
Bench Marks: Topographical Party: Office Work: Spur Lines : Gradi- 
ents: Curvature: Paper Location: Field Notes from Pai^er Location : 
Paper Location Profile: Actual Location— Problems in Location- 
Relative Position of Preliminan,' and Located Line— Field Profiles- 
Final Locatioii— Referencing Transit Points— Final Levels— Compen- 
sation for Curvature— Final Grade Lines— Changing of Grado Lines- 
Vertical Curves— Preliniinarv Estimates: Cla.ssificatiotn of Prelim nary 
Estimates: Quantities— Table of Level Cuttings— Sections— Ri%ht of 
"Way : Right of Way Maps— Specifications. 

Part Oxe, 75 Pages.— Tlie Engineer Corps— Subdivisions of Line- 
Division Engineer, Autlwritv and Duties— Resident Engineer, His 
Corps and Their Dutiesj Setting Slope Staktnj : Form of Cross-Section 
Notes: Clearing: GruDbiug— Culverts : Aitnx of Opening ; Box, Tile, 



90 



THE CORKESPONDENCE 



Railroad 
Construction. 



181 Pages. 



Track Work. - 



150 Pages. 



and Open Culverts— Cattle Guards— Open Passageways— Arched Cul- 
verts : Parts and Proportions of an Arch : Foundations : Materials : 
Centers : General Directions for Building — Wing Walls— Retaining 
Walls : Frost : Bulging : Offsetted Back : Surcharged Walls : To Pre- 
vent Sliding : Theory of Retaining Walls : Friction Caused by Pressure 
of Backing : Overturning and Resisting Forces : Pressure of Backing 
on Surcharged Walls : General Directions and Precautions— Excava- 
tion : Earth Work: Use of Road Machine: Wheelbarrow W'ork : Cart 
Work : Wheeled Scraper Work : Drag Scraper Work : Steam Excavators 
and Dump Cars : Rock Excavation ; Hand Drilling ; Percussion Drills ; 
Air Compressors. 

Part Two, 106 Pages.— Tunnel Work : Laying Out the Surface Line ; 
Measuring the Line ; Stationing ; Curved Tunnel Lines : Tunnel Sec- 
tions : Tunnel Driving ; Plant ; Method of Driving ; Enlarging the 
Heading ; Removing the Bench : Drainage ; Shafting ; Shaft Lining : 
Removing Excavated Material: Care of Track; Keeping Down to 
Grade: Timbering: Centering: Portals: Alignment and Levels:- 
Measuring Excavation : Plumbing Shafts : Ventilation : Cost of 
Tunnel Excavation : Day's Work for Machine Drill : Average Progress 
in Driving: Lighting: Trackwork in Tunnels— Protection Work: 
Surface Ditches ; Changing Channels of Streams ; Crib Work ; Paving 
— Routine Work of Engineer Corps: Laying Out Culverts: Borrow 
Pits ; Calculating Contents of Borrow Pits : Checking Center Line : 
Grade Stakes : Provision for Settling : Overhaul— Bridge Work : Loca- 
tion of Bridges : Measurement of Span : Location of Piers and Abut- 
ments ; Foundations ; Rock and Concrete Foundations ; Coffer-Dams ; 
Pile Foundations; Stone Suitable for Bridge Masonry; Pneumatic 
Caisson Foundations ; Test Holes ; Record of Test Holes ; Dimensions 
of Caisson ; Air Locks ; Plan of Caisson ; Sinking the Caisson ; To 
Determine the Air Pressure in a Caisson ; Sealing the Caisson— Pile 
Work : Formula for Safe Load ; Methods of Driving ; Drop Hammer ; 
Water Jet ; Constant Pressure ; Steam ; Gunpowder— Striking Force 
of Hammer : Interval Between Blows : Pile Shoes : Hoops ; Spacing of 
Piles: Computing Loads; Trestle Loads: Piles Acting as Columns: 
Pile Driving Machines : Sheet Piles: Cost of Pile Driving— Estimates: 
Calculating Cross-Sections: Quantity Books: Monthly Estimates: 
The Final Estimate. 

Track Laying : Cross-Ties ; Importance of Seasoning ; Specifications for 
and Inspection of Cross-Ties : Preparation of Roadbed ; Track Cen- 
ters ; Track Laying Machines ; Track Laying Outfit ; Distributing 
Ties ; Bedding Ties ; Organization of Forces ; Locating Joint<ries — 
Track— Joints— Rails ; Care in Unloading Steel; Straightening Hails ; 
Curved Rails ; Assorting Rail Lengths ; Expansion and Contraction ; 
Spiking Rails ; Pulling Spikes ; Gauging Track ; Surfacing Track ; 
Lining Track ; Final Surfacing ; Drainage ; Ditching and Ballasting ; 
Side Tracks— Care and Maintenance of Track— Spring Track Work ; 
Washouts ; Repairs of Track ; Lining Track ; Track Bolts ; Bridge 
Approaches — Summer Track Work ; General Repairs ; Track Ties ; 
Placing New Ties in Track ; Estimating New Ties ; Disposition of Old 
Ties ; Tie Account ; Cutting Weeds ; Work on Old Track ; Combina- 
tion Ballast ; Preparing for Ballasting ; Ballast for Cuts ; Ballast for 
One Mile of Track ; Gravel Pits ; Raising Track ; Yard Work ; Gravel 
as a Destroyer of Weeds; A Day's Work— Fall Track Work : Impor- 
tance ; Surfacing and Lining Track ; Seeding and Repairing Embank- 
ments ; General Repairs; Building New Fence; Material for One' 
Mile of Fence ; Day's Work at Fence Building ; Distributing Emer- 
gency Material — Winter Track Work ; General Repairs ; Shimming 
Track; Heaved Bridges and Culverts; Prevalence and Effects of 
Snow ; Snow Reports ; Preparing Track for Snow Plow ; Clearing 
Switches and Flanging Track ; Clearing Ditches and Culverts ; Snow 
Fences ; Bucking Snow— Curved Track ; Difference in Length of 
Inner and Outer Rails; Curving Rails; Tables; Springing Rails Into 
Curve; Widening Gauge or Curves; Guard Rails on Short Curves; 
Lining Curves ; Elevation of Outer Rail on Curves ; Table ; Elevation 
on Turnout Curves ; Curve Approaches Between Reverse Curves ; Put- 
ting the Elevation in Curves ; Effects of Curved Track upon Wheels ; 
Care of Curved Track— Frogs and Switches : Turnouts ; The Frog ; 
Frog Number; Frog Angle ; Classification and Description of Frogs ; 
Stiff Frog ; Spring Rail Prog; Crossing Frog ; Replacing Frog; Classi- 
fication of Switches ; Stub Switch ; Split or Point Switch ; Safety 
Switch ; Three-Throw Switch ; Derailing Switch ; Automatic Turn- 
outs ; Y Tracks : Parts of Turnout; Table of Turnouts from Straight 
Line ; To Lay Out Turnout from Curved Track ; To Lay Out a Switch ; 
Laying Frogs in Track : Switch Timbers ; Location of Crotch Frog ; 
Cross-Over Tracks— Yards and Terminals— General Instructions. 



SCHOOL OF CIVIL ENGINEERING. 



91 



Woodtn Trestles ; Extent of Trestling ; Average Life of Wootlen Trestle : 
Comparative Cost of Trestles and Embankments ; Tables— Classes of 
Tresiles ; Pile Bents ; Splicing Piles; Determining Length of Piles 
Required: Keeord, Progress and Cost of Pile Driving; Capping Piles; 
Framed Bents — Foundations : Masonry Foundations; Slud Sills; 
Grillage; Cribs; Solid and Loose Rock- Drip Holes— Batter Posts- 
Floor System : Corl)els; Stringers; Packing-Blocks; Stringer Joints ; 
Size of Stringers ; Jack-Stringer; Ties; Guard Rails; Fastening Floor 
System- Bracing; Sway Bracing; Counter- Posts ; Longitudinal Bra- 
cing: Lateral Bracing ; Trestles on Curves— Iron Details: Si>ikes ; 
Drift Bolts ; Dowels ; Bolts; Lag Screws ; Washers— Protection Again^t 
Accidents: Connection With Embankments; Refuge Bays; Foot 
Walks; Fire Protection— Field Engineering and Erecting ; Locating 
Bents: Erecting; Preservation of Joints ; Trestle Sf)ecitications ; Bills 
of Material ; Inspection ; Inspector's Tools and Their I'se ; Bridge 
Kumbers ; Standard Trestle Plans ; Single Track Pile Trestle ; Double 
Track Pile Trestle: Single Track Framed Trestles ; Practical Sugges- 
tions—Simple Wooden-Truss Bridges; Bridge Timber; Forces Oper- 
ating in Bridges ; Transverse Strength of Materials ; Factor of Safety ; 
Table of Contents; Inclined Beams; Strength of Wooden Pillars; 
Shearing and Crushing ; Tension; Bridge Loads: King-Rod Truss: 
Weights and Strengths of Iron Bolts; Queen-Rod Truss— Water Sta- 
tions: Source of Water Supply; Standard Water Tanks; Water Col- 
umns—Coaling Stations: A Modern Plant — Turntables— Section 
Buildings ; Tool Houses ; Section Dwelling ; Watchman's Shanty. 



Railroad 
Structures. 



149 Pages. 



Elementary 
Chemistry. 



Economic 
Geology of 
Coal. 

83 Pages. 



General Definitions — Molecules : Elemental Molecules ; Compound 
Molecules: Molecular Weight: Atomicity— Atoms : Atomic Weight ; 
Equivalence ; Atomic Notation ; Chemical Formula ; Laws of Com- 
bination of Atoms; Symbols and Atomic Weights— Compound -lole- 

. eules : Binary Molecules ; Nomenclature of Binaries ; Formation of 
Binaries ; Coinpound Radicals ; Ternary Molecules : Acids ; Bases and 
Alkalies ; Salts ; Nomenclature of Acids and Salts— Relation of Atomic 
Weights to Specific Heats— C;hemical Calculations and Equations : 
Stoichiometry ; Equations; Calculation of Percentage Comj^jsition ; 
Calculation by Means of Equations ; Volume Calculations from Equa- 
tions-Inorganic Chemistry— General Remarks— Metalloids— Hydro- 
gen—Oxygen ; Combustion; Water; Properties of Water : Analysis of 
Water; Ilydrogen Peroxide ; Ozone— Allotropy— Chlorine: Hydrogen 
Chloride;' Oxides and Acids of Chlorine; Hypochlorous Oxide and 
Hypochlorous Acid— The Halogen Group : Bromine ; Iodine ; Fluor- 
ine ; Hydrogen Compounds of Bromine, Iodine, and Fluorine ; Oxides 
and Acids of Bromine and Iodine— Sulphur : Sulphur and Hydrogen ; 
Oxides and Acids of Sulphur: Sulphur and Chlorine— Nitrogen : 
Ammonia ; Oxides and Acids of Nitrogen ; Nitric Acid— Phosphorus : 
Compounds of Phosphorus— Arsenic: Compounds of Arsenic— Anti- 
mony : Compounds of Antimony— Boron : Compounds of Boron- 
Silicon : Compounds of Silicon— Carbon ; Carbon as Diamond ; Carbon 
as Graphite: Amorphous Carbon; Oxides of Carbon; Carbon and 
Hydrogen— The Metals : Alloys ; Compounds of Metal and Metalloids- 
Potassium ; Compounds of Potassium — Sodium : Compounds of 
Sodium— Calcium : Compounds of Calcium— Magnesium : Compounds 
of Magnesium— Aluminum: Compounds of Aluminum— Iron : Com- 
pounds of Iron— Nickel— Cobalt: Compounds of Cobalt— Manganese : 
Compounds of Manganese— Zinc : Compounds of Zinc— Cadium— 
Copper : Compounds of Copper— Lead : Compounds of Lead— Bismuth : 
Compounds of Bismuth— Mercury : Compounds of Mercury— Silver : 
Compounds of Silver— Gold : Compounds of Gold— Platinum ; Com- 
pounds of Platinum— Tin : Compounds of Tin. 

Definitions— Surface and Structural Geology : Earth's Crust: Stratified 
Rocks; Elevated, Inclined and Folded Strata; Dip and Strike; 
Anticline, Syncline, Monocline, Pericline, Escarpment and Outcrop; 
Conformitv and Unconformitv ; Geological Formation ; Concretions 
—Origin and Distribution of Fossils; Geological Fauna and Flora; 
Order of Superposition : Unstratified or Igneous Rocks ; Lava ; 
Platonic Rocks: Metamorphic Rocks; Effect of Metamorphism ; 
Theory of Metamorphism : Structure Common to All Rocks ; Cleav- 
age • Faults ; Dislocations ; Thinning Out ; Nips, Rolls, Horses ; Wash- 
outs, Wants ; Denudation ; Trough Fault : Overlap Fault— Historical 
Geologv Prehistoric Eras: Archaean; Pal.-eozoic; Silurian System. 
Devonian Svstem. Carboniferous System, Mesozoic Era, Triassic Age. 
Jurassic Age, Cretaceous Age— General Information : Thickness of 
Coal Seams : Number and Aggregate Thickness : Climate : Plants and 
Genera: Varieties of Limestone: Glossary. 



92 



THE CORKESPONDENCE 



Economic 
Geology. 



52 Pages. 



BlowDiplng. . 

59 Pages. 



Mineralogy. 

68 Pages. 



Pakt One. 29 Pages.— Definitions— General Considerations; Disinte- 
gration of Rocks : Stratified RocJis : Fossils : Historical Geology ; 
Metamorphic Rocks : Igneous or Eruptive Rocks : Composition of 
Rocks : Chemical Investigation : How Metals Are Deposited : Beds 
and Placers : Chemical Deposit of Beds : Veins : Joints : Fissures : 
Fau.lts ; Dike and Veins : Solution of Minerals in Water : Size of 
Veins : Shape of Veins : Contents of a Vein : Gangue and Ores : Pecu- 
niary Importance of Economic Geology : Special Characteristics of 
Metals— Gold : Conditions ; Native Gold ; Combination With Tellu- 
rium and Silver ; With Iron Pyrites ; In Silver Ore : Assay : Panning : 
Classes of Gold Deposits ; Placers, Working, Prospecting ; Gold Veins, 
Prospecting, Value, Shape, Bunches or Chimneys ; Gold and Silver 
Veins; Value of Gold Mine: Cost of Treatment of Ore: Roasting: 
Prospector's Outfit — Silver: Important Silver Ores; Native Silver; 
Cerargyrite or Horn Silver : Argentite or Silver Glance ; Proustite or 
Light Ruby Silver ; Pj^rargyrite or Dark Ruby Silver ; Stephanite or 
Brittle Silver Ore; Tetrahedrite or Gray Copper Ore; To Determine 
Amount of Silver in Ore: Blowpipe Assay: Veins: "Bonanzas": 
Gangue and Associated Metallic Sulphides: Depth of Workings: 
Method of Treating Ores; Smelting with Lead or Copper; Free 
Milling or Pan Amalgamation ; Roasting and Amalgamating or 
Leaciiing. 

Part Two, 23 Pages.— Lead ; Principal Ores : Galena ; Anglesite ; 
Cerusite: Classes: Deposits: Concentration— Zinc : Principal Ores; 
Sphalerite ; Smithsonite ; Calamine : Principal Producers of Zinc : 
Treatment of Zinc Ores : Concentrating— Copper ; Principal Ores ; 
Native Copper ; Cuprite : Tenorite ; Malachite ; Azurite ; Chalcopyrite ; 
Chalcocite ; Bornite; Tetrahedrite: To Test for Copper: Assay: 
Concentration— Iron : Principal Ores; Magnetite; Hematite; Limo- 
nite ; Siderite : Abundance of Iron Ore : Prospecting for Iron Mines- 
Mineral Fuels, Coals : Classes : Hard Anthracites ; Semi-Anthracites ; 
Semi-Bituminous ; Caking Coals, or Coke ; Cherry Coals ; Splint or 
Block Coals ; Cannel Coals ; Lignites or Brown Coals : Geological 
Occurrence : Impurities in Coal : Petroleum — Tin — Mercury — Sulphur 
— Salt — Alum— Borax — Asbestos — Mica — Fireclay — Graphite— Glass 
— Pigments— Phosphates— Building Stones— Ornamental Stones and 
Gems. 

Blowpi ping— Chemical Element— Molecule— Table of 64 Elements- 
Examinations in the Wet Way — Examinations in the Dry Way : 
Blowpipe: Fuel: Flame: Supports; Charcoal; Platinum Wire ; Plat- 
inum Foil; Forceps; Glass Tabes; Matrasses : Accessory Apparatus; 
Agate Mortar : Diamond Mortar ; Hammer ; Pliers ; File ; Cupel Mold 
and Stand ; Magnifying Glass ; Magnet; Watch, Glasses and Capsules: 
Blowpipe Reagents ; Borax ; Salt of Phosphorus ; Soda ; Cobalt Solu- 
tion ; Nitre; Copper Oxide; Bismuth Flux ; Test Lead; Bone-Ash; 
Tin ; Bisulphate of Potash ; Hydriodic Acid ; Hydrochloric and 
Sulphuric Acids ; Reagent Box : Litmus Paper : Tumeric Box Paper : 
Brazil Wood Paper— Examination of Substance Before the Blowpipe: 
Without Reagents : With Reagents : Heating in Closed Tube ; Heating 
in Open Tube ; Heating on Charcoal ; Test of Fusibility ; Coloration of 
Flame — Examination with Cobalt Solution — Roasting — Fusion with 
Borax : Table — Fusion with Salt of Phosphorus : Tables — Reduction of 
Metallic Oxides with Soda ; Tables— Bromine— Chlorine — Fluorine — 
Iodine— Nitrates— Sulphuric Acid — Water. 

Determination of Species — Structure : Columnar : Lamellar : Granular — 
Cleavage— Fracture— Color — Luster — Hardness — Tenacity — Specific 
Gravity — Examination of Specimen — Iron : Hematite : Limonite : 
Magnetite: Siderite: Pyrite: Pyrrhotite— Copper : Native Copper: 
Chalcopyrite: Bornite: Tetrahedrite: Chalcocite: Cuprite: Tenorite: 
Malachite : Azurite : Chrysolla— Lead : Galena : Cerussite : Angle- 
site : Pyromorphite— Zinc : Sphalerite: Smithsonite: Calamine: Zinc- 
ite : Franklinite: Willemite— Silver : Native Silver: Argentite: 
Stephanite: Proustite: Pyrargyrite: Cerargyrite— Gold : Native Gold: 
Sylvanite : Nagyagite— Mineral Coal: Anthracite: Bituminous: 
Cannel : BroAvn Coal or Lignite — Metallic Ores of Secondary Impor- 
tance : Tables— Minerals Sent with Blowpipe Outfit : Table— Precious 
Stones: Diamond: Corundum: Spinel: Topaz: Beryl: Zircon: 
Garnet : Turquois : Opal : Table of Precious Stones. 

General Considerations : Systems and Requirements ; Drainage and 
Sewerage ; Municipal Drainage : Systems of Drainage ; Requirements 
for Drainage; Conditions to be "Considered: Physical Outline of 
Drainage District ; Elevated Location ; District Without Natural Out- 



SCHOOL OF CIVIL ENGINEERING. 



93 



92 Pages. 



Sewerage. 



113 Pages. 



let; Low Lying District; Subsoil Drainage— Storm Water Effluent: 
Kate of Rainfall; Records of Rainfall; c;hief Condition to be a>n- 
sidered; Self-Registering Rain (iauges; Valuable Data; In)j>ortant 
Condition: Equation for Maximum Rate of Rainfall; Tallnn's Ecjua- 
tion for Rainfall; Other E(iuations for Rainfall: Violent SU)rms; 
Rainfall in Cubic Feet per Second per Acre : ProiKjrlion of Rainfall 
Reaching Sewer: General Statement; Common Practice; Various 
\Vay.s in VVhieli Rainfall Disapjiears; Conditions Affecting Flow of 
Storm Water; Flow from Built Up Districts; Ratio of Storm Water to 
Rainfall : Contemporary Flow ; Ratio of Storm Water to Contemi)orary 
Rainfall; Maximum Rate of Flow ; London Gaugings, Ratio of Storm 
Water to Rainfall: Coefficient of Storm Flow; Conditions Affecting 
Ratio : Time of Flow, Duration of Storm ; Condition Producing Maxi- 
mum Flow : Formula for Rate of Flow ; General Expression for Con- 
temporary Flow; Derived Flow ])er Acre; Flow at Inlet; Flow at 
Point Below Inlet: Tallxit's Equation for Rate of Flow; Surface 
Velocities ; Formula for Flow per Acre ; Form and Area of Drainage 
District; Total Effluent: Other Formulas for Effluent: Practice in 
Various Cities— Graphical Representation of Equations : Rectangular 
Coordinates; General Statement and Definitions; Propf)sition ; To 
Locate a Point by its Coordinates : Character of Quantities ; Con- 
struction of Equations; Cross-Section Paper : Ai)plications : Curve for 
Rate of Rainfall; Curves for Effluent— Flow of Water in Conduits: 
Formulas for Velocity and Discharge: Kutter's Formula: Coellicient 
of Roughness; Table: Coefficient of Mean Velocity: Diagrams: 
Velocities for Various Depths of Flow : Discharge: Velocitv, Area and 
Discharge Curves— Required Dimensions of Storm Water Sewers: 
Effluent: Diameter: Velocity from Total Effluent : Error in Velocity 
Assumed in Estimating Effluent: Error in Estimated Effluent: Cor- 
rected Computations for Velocitv : Practical Diameter of Sewer— Egg- 
Shaped Sewers : Variable Flow in Storm Water Sewers : General Form 
of Egg-Shaped Sewers : Formulas for Egg-Shaped Sewers : Horizontal 
and Vertical Diagrams : Cross-Sections of Flow ; Relative Capacities 
of Egg-Shaped and Circular Sewers: Comparative Valuesof Hvdraulic 
Mean Radius : Sewers of Equal Discharge : Practical Dimeiisions of 
Egg-Shaped Sewers— Lateral Sewers: Design of Laterals : Comoarative 
Lengths of Storms— Concluding Remarks. 

Necessity for Sewerage : Beneficial EfTects : Requisite to Health : What 
Must be Removed— Different Systems of Removal Employed : Direct 
Removal Systems ; Pneumatic Systems ; Water Carriage Systems : 
Separate System of Sewerage : Advantages : Where Adaptable : Quan- 
tity of Sewage ; Sewage Discharge and Water Supply ; Average Rate 
of Water Consumption: Increasing Rate: Basisof Per Capita Rate ; 
Variations in Water Consumption ; Hour Maximum ; Day Maximum ; 
Probable Absolute Maximum ; Actual Rate of Water Consumption ; 
Assumed Probable Rate; Unit of Discharge; Population Per Acre: 
Flow of Sewage and Dimensions of Sewers ; Probable Minimum Flow; 
Computations for Velocity ; Formulas for Velocity ; Approximate, 
Corrected, and Piactical Diameter of the Sewer ; Storm Water (X)n- 
duits : Combined System of Sewerage ; Conditions Affecting the Slope; 
Velocity Necessary to Prevent Deposit ; Minimum Permissible Veloci- 
ties ; Minimum Slope ; Diminished Flow in Upper Levels ; Relative 
Velocities for Varying Depths; Relative Velocities Along Sewer for 
Uniform Slope ; Relative Inclinations for Uniform Velocity ; Diagram 
for Relative Inclinations ; Increased Resistance on Curves— Matters 
Relating to Design and Construction of Sewers : Different Plans for 
Sewerage Systems ; Perpendicular, Intercepting, Fan, Zone, and 
Radial Plans : Remarks Concerning Different Plans — Preliminary 
Survey: Bench Marks: Preliminary Map and Profiles: Grades: 
Important Conditions Affecting Grade ; Depth ; Size and Capacity — 
Contract: Advertising for Bids— Final Surveys: Location of Works 
Previously Constructed : Importance of Record : Locating the Lines : 
Curves: Transit Notes : Reference Points; Leveling and Level Notes: 
Working Maps and Profiles— Sewer Construction ; Laying Out the 
Work ; Lines and Grade Stakes ; Brick Sewers; Required Thickness of 
Brickwork ; Number of Brick Required ; Pipe Sewers : Bracing and 
Sheet Piling ; Artificial Foundations ; Under Drains: Material and 
Inspection : Materials Used for Sewers ; Quality of Sewer Pipe ; 
Quality of Brick ; Quality of Cement : Quality of Sand; Inspection of 
Material : Details and Accessories ; Y Branches ; Curves ; Tees ; Hand- 
holes ; Junctions ; Manholes ; Lampholes and Fresh-Air Inlets ; Catch 
Basins: Shone Ejector— Cost of Sewers; Tables; Sewer Assessment: 
Sanitary Requirements of Sewerage ; Flushing and Ventilating ; 



94 



THE CORRESPONDENCE 



Streets and 
Hlgtways. 



106 Pages. 



PaYements. 

106 Pages. 



Means of Ventilation ; Methods of Flushing : Automatic Flush Tanks 
—Sewage Disposal ; Composition of iSewage, Table ; Methods of Sewage 
Disposal ; Natural Disposal ; Claritication ; Subsidence ; Mechanical 
Filtration ; Chemical Precipitation ; Irrigation ; Filtration. 

' Country Roads and Highways — What Constitutes a Good Road : Loca- 
tions of Highways ; Importance of Proper Location : Location of Older 
Highways — Modern Practice; Highway and Railroad Location Com- 
pared ; Alignment and Grades ; Reconnaissance and Surveys ; Exam- 
ination of Country, Selecting Route ; Running and Marking Line ; 
Levels and Grades, Maximum and Minimum Grades ; Comparison of 
Routes, Conditions to be Compared, Means and Methods of Compar- 
ison ; Example of Road Location : Relocation of Roads : Present Con- 
dition ; Common Defects : Roads on Section Lines : Maps and Records ; 
Matters for Practical Consideration ; Width of Right of Way ; Width 
or Roadway ; Cross-Section of Road ; Drainage ; Arrangement of 
Drains; Waterways; Required Size of Waterways— Matters Relating 
to Construction of Highways ; Materials Available for Country Roads ; 
Broken-Stone Roads; GraVel Roads; Earth Roads; Road Construc- 
tion; Broken-Stone and Gravel Roads, Drainage System, Preparing 
Foundation; Applying the Surface Material; Earth Roads, Drainage, 
Proper Use of Materials, Forming the Roadway — Maintenance of 
Highways: Necessity of Constant Attention and Prompt Repairs; 
Repairs for Earth Roads; Repairs for Broken-Stone Roads; Size of 
Wheels, Wide Tires— City Streets and Avenues : Location and Arrange- 
ment ; Conditions ; Of What Location of City Streets Cony^jts ; Purpose 
and Best Arrangement of Streets ; Blocks and Lots, Form of Blocks, 
Size of Blocks and Lots ; Streets and Avenues, System of Streets and 
Avenues, Growth of Cities : Additions ; Consideration of Topographical 
Features; Curved Streets ; Parks— Matters Relating to Practical Form 
and Detail; Width of Streets, Importance of Liberal "Widths, Usual 
Widths, Suitable Widths: The Roadway; Width of Roadway; Cross- 
Section of Roadway; Crown; Amount of Crown: Elevation on Cross- 
Section; Gutters and Curbing; Sidewalks, Widths and Heights on 
Business Streets, on Residence Streets, Lateral Slopes of Sidewalks; 
Street Lawns: Street Intersections ; DiflRculties Encountered ; Eleva- 
tions of Curb Angles and Various Methods of Adjustment— Matters 
Relating to Grades ; Establishing Grades, Objects to be Attained, 
Removal of Surface Water, Easiest Obtainable Gradients, Good 
Appearance of Streets, Methods of Procedure, Records of Grades ; City 
Base and Bench Marks— Marking and Perpetuating Street and Prop- 
erty Lines ; Obliteration of Lines ; How to Mark Lines ; Position of 
Monuments ; Material for Monuments ; Setting, Witnessing, and 
Recording Monuments; Encroachment of Lines, Statutes of Limita- 
tion. 

' Traction: Resistance to Traction; Of What Composed, Axle Friction, 
Rolling Resistance, Resistance Due to an Obstacle. Rolling Friction: 
Tractive Resistance on Various Surfaces ; Grade Resistance ; Total 
Resistance to Traction on an Incline ; Angle of Repose : The Tractive 
Power of Horses ; General Statement ; Average Work of a Horse : 
Maximum Work and Tractive Force of a Horse— Pavements: Gen- 
eral Considerations; Objects of Pavement Qualities Essential to 
Pavements; Of What a Pavement Consists; Different Kinds of Pave- 
ments: Choice of Pavements; Factors Involved, Adaptability, Desir- 
ability. Serviceability, Safety, Durability. Life of Pavements", Econ- 
omy: Relative Economy of Pavements; How Compared; Total Annual 
Cost; Annual Charge for First Cost; Final A^alue of Pavements; 
Annual Cost for Maintenance ; Annual Cost for Cleaning and Sprink- 
ling; Annual Service Cost; Consequent Damages; Summation of 
Annual Cost: Basis of Comparison ; Census of Traffic Tonnage ; Classi- 
ticationof Tonnage; Average Daily Tonnage; Statistics of Observed 
Tonnage ; Cost Per Ton Yard— Paving Materials : Essential Properties 
and Tests ; Materials Employed ; Essential Properties of Paving 
Materials; Rattler Test for Abrasion; Toughness, Resistance to 
Crushing; Absorptive Capacity of Materials: General Description of 
Paving Materials ; Granite, Sandstone, Limestone, Trap Rock, Asphalt. 
Bituminous Sandstones, Bituminous Limestones, Asphaltum, Coal 
Tar, Clay Paving Brick, Wood, Sand, Gravel, Broken Stone, Cement, 
Concrete, Hydraulic Cement Concrete, Bituminous Cement— Con- 
struction of Pavements— Stone Pavements ; Cobblestone, Belgian 
Block. Granite Block; Foundation; Cushion Coat: Size and Form of 
Blocks ; Laying the Blocks ; Ramming ; .Joint Filling ; Sandstone 
Block ; Limestone ; Broken Stone, Mecadam— Wood Pavements ; 



SCHOOL OF CIVIL ENGINEERING. 



95 



Water Wheels, i 



Hydraulic 
MacWnery. 



107 Pages. 



Different Systems ; Foundation ; C'lisliion Coat ; Form and Size of 
Blocks; Laying Rectangular hlocks ; Laying Cylindrical lilocks ; 
Ramming; Filling Joints; Expansion of I'aving Blocks; clieniical 
Treatment of Paving Blocks— Asphaltuni and Coal Tar Pavements; 
Sheet Asphalt, Artilicial Mixture: tJcnentl Considerations, Sources of 
Supply, Foundation, Hydraulic Base, Bituminous Base, Binder Course, 
Refining the Asphaltum, Asphalt Paving Cement, Asphalt Paving 
Material, Laying the Asphalt, Gutter Surfaces, Pavement Adjoining 
Railway Tracks; Natural or Rock Asphalt; Of What It Consists, 
Foundation, Preparing the Foundation, Laying the Asphalt ; Asplialt 
Block Pavements; Asphalt Paving Blocks, Foun(lation, Laying 
Asphalt Paving Blocks; Coal Tar Pavements; Coal Tar as a Paving 
Material, Foundation, Binder Course, Distillate Paving Cement, 
Materials for Wearing Surface, Laying the Distillate Wearing Surface, 
Gutters— Brick Pavements; General Considerations, Foundations, 
Cushion Coat, Form and Size of Bricks, Laying the Bricks, Ramming, 
Joint Filhng— Mattei-s Relating to Pavements— Curbing; Where Set, 
Materials for Curbing, Form and Dimensions of Curbstones, Setting 
the Curbing— Footways ; General Requirements, Materials for Foot- 
ways, Construction of Natural Stone Footways, of Artilicial Stone 
Footways, of Brick Footways, of Sheet Asphalt Footways, of Com- 
pressed Air Tile Footways, of Wood Footways, of Tar Concrete Ftwt- 
ways, of Gravel Footways— Crossing Stones : Where Used, Size and 
Quality of Stones. 

General Principles: Energy of Falling Water; Theoretical Work of 
Falling \\'ater ; Power of Falling Water ; Energy of a Jet ; Pressure 
Due to Impact of a Jet; Pressure Due to Reaction of a Jet; Pressure 
Produced by Change of Direction of a Jet ; Pressure on a Hemispher- 
ical Cup; Effect When the Surface is in Motion— Efliciency: Rules for 
Efficiency— Supply of Water for Power: Value of Water Power; 
Storage of Water for Power — Water Wheels: Overshot Wheels ; Design 
of Overshot Wheels; Breast Wheels ; Undershot Wheels ; Ponceiet's 
Wheel— Impulse Wheels: Pelton Water Wheels; Leffel Cascade 
Wheel; Nozzles for Impulse Wheels; Calculations for Impulse 
Wheels, Circumferential Velocity, Numlier of Revolutions — Impulse 
Turbines : Girard Turbines ; Theory of the Impulse Turbine: Absolute 
Path of the Jet — Reaction Wheels: Barker's Mill— Reaction-Turbines : 
Types of Turbines; Outward-Flo v/ or Fourneyron Turbines? Inward- 
Flow or Francis Turbines ; Radial Turbines ; Jonval Turbines; Mixed- 
Flow Turbines; General Rules for Design of Turbines; Construction 
of Vanes, Axial-Flow Turbines, Outward-Flow Turbines;Inward-Flow 
Turbines, ISIixed-Flow Turbines— Draft Tubes— The Boyden Diffuser— 
Regulatin^t-Turbines: Cylindrical Gates; Register Gates — General 
Rules for Construction of Turbines- Examples of Turbines: Leffel 
Turbine; Cylinder-Gate Risdon Turbine; McCormick Turbine : New 
American Turbine; Niagara Falls Turbines— Construction of Turbine 
Details: Foot-Step Bearings; Adjustable Foot-Steps; Wheels and 
Wheel Vanes— Sluices— Racks and Screens— Flumes and Penstocks: 
Wooden Penstocks; Masonry Flumes; Steel and Iron Penstocks; 
Flumes for Variable Heads;" Head Gates— Water Wheel Governors: 
Fruen Water Wheel Governor; Snow Water Wheel Governor; Hart- 
ford Water Wheel Governor ; Electric Water Wheel Governors. 

Introductory- Machines for Lifting and Transporting Water— Classifica- 
tion of Pumps— Power Pumps: Single Power Pump; Duplex Pump; 
Triplex Pumj)— Steam Pumps: Direct-Acting Steam Pumps; Crank- 
and-Flv-Wheel Steam Pumps; Single Direct-Acting Steam Pumps: 
Duplex Direct-Acting Steam Pumps ; The Knowles Valve Motion : 
Cameron Valve Motion; Gordon Steam Pump; Worthington Duplex 
Pump; ComixHind Direct-Acting Duplex Pumps— Fly-Wheel l\imping 
Engines — High-Duty Attachments for Direct-Acting Pumps— Con- 
gltruction of Pump' Water Ends: Pump Plungers, Inside-Packed, 
Outside-Packed ; Pistons; Valves ; Air Chambers : Size of Air Cham- 
ber; Loss of Water: Vacuum Chambers; Size of Vacuum Chambers; 
Pipe Connections— Hydraulic Pressure Pumps— Rotary Pumps— Cen- 
trifugal Pumps— The "Pulsometer— The Hydraulic Ram— Calculations 
Relating to Pumps: Displacement; Discharge; Slip: Work Done by 
Pumps; Rules for Calculating Sizes of Pumps; Approximate Sizes of 
Suction and Delivery Pipes— Dutv of a Pump-Hydraulic Machinerj-— 
General Principles — Hvdraulic Press — Hydraulic Jack — Hydraulic 
Flanging Machines — Hvdraulic Riveting Machines— Hydraulic 
Cranes — Accumulators: 'Weighted Accumulators; Steam Accumu- 
lators: Pneumatic Accumulators — Intensifiers — Hydraulic Eleva- 
tors — Pressures Used in Hydraulic Transmission — Hydraulic Pump- 



96 



THE CORRESPONDENCE 



ing Engines— Hydraulic Engines for Producing Rotary Motion — 
Hydraulic Valves— Packing for Hydraulic Valves and Pistons— Calcu- 
lations Relating to Hydraulic Machinery : Friction of Stuffing Boxes 
and Packings ; Diameter of Rams and Plungers ; Weight of Accumu- 
lators ; Volume of Accumulators ; Mean Pressure ; Length of Stroke 
of an Accumulator. 

Part One.— General Conditions— The Utility of a Public Water 
Supply — The Requisites of a Public Water Supply: Wholesome- 
ness ; Chemical Analysis ; Most Dangerous Elements ; Effects of 
Sewage on Water Supply ; Chlorine : Determination of Organic Con- 
stituents : Albuminoid Ammonia Process ; Moist-Combustion Process; 
Nitrates and Nitrites; Value of Chemical Analysis to Determine 
Sewage Contamination ; Metallic and Mineral Substances; Hardness; 
Collecting Samples ; Difficulty of Procuring Uncontaminated Water — 
Quantity of Water Required— Pressure— High Pressure Service— Water 
Rates — Meters —Sources of Water Supply : Rainfall the Primary Source 
of All Water Supply ; Surface Flow ; Absorption by the Soil ; The 
Earth a Great Storage Reservoir; Surface Water; Ground Water; 
Large River; Small Rivers and Brooks ; Gauging Streams ; Watershed 
and Rainful; "Run Off" and Soakage; Average Yields— Storage : 
Amount of Storage Required; Number of Reservoirs Required— Wells : 
Deep and Shallow Wells ; Deep Wells ; Advantages of a Supply of 
Deep Ground Water ; Operating Deep Wells— Springs— Purification of 
Water: Self-Purification; Filtration; Filtering Galleries ; Filter Beds; 
Cleaning Filter Beds; Accessories of Filter Beds; Settling Basins: 
Covering Filter Beds; Size of Filter Beds; Cost of Filters and 
Filtration; Mechanical Filtration; Cost of Mechanical Filtration- 
Reservoirs: Storage Reservoirs; Distributing Reservoirs— Storage 
Reservoirs: Location; Examination of Ground; Preparations for 
Construction — Earthen Dams with Masonry Center Walls : Classifica- 
tion of Dams ; Center Wall ; Embankment ; Spillway or Overflow ; 
Cross-Section of Spillway; Form of Spillway; Accessories of Spill- 
way; Appliances for Drawing Off the Water; Drawing Water From 
Different Levels — Distributing Reservoirs : Proper Site for Distributing 
Reservoir; Method of Building When the Reservoir is Wholly or 
Mostly in Excavation ; Appliances for the Control of the Water ; 
Covered Reservoirs — Masonry Dams: General Considerations ; Elemen- 
tary Principles ; Action of the Thrust Against the Dam ; Resistances 
of the Dam ; Resistance to Overturning ; Designing Profiles ; Average 
Dimensions — High Masonry Dams : General Considerations ; Maximum 
Unit Stress for Unequally Distributed Load ; General Illustrative 
Example ; Summary of Results; Accessories of High Masonry Dams — 
Building Masonry Dams; Execution of the Work; Clearing and 
Grubbing ; Rock Excavation ; Embankment ; Rubble Masonry. 

Part Two.— Flow Through Pipes — Hydraulic Grade Line— Flow of 
Water Through Long Pipes: Darcy's Formulas; Fundamental 
Formula; Coefficients; Formulas for Smooth Pipes; Formulas for 
Velocity — Branch Pipes: Elevation Above Datum; General Illustra- 
tion ; Method by Approximation ; Cases of Impossibility ; Practical 
Applications; Pipe Fed by Two Reservoirs; Influence of Change of 
Position of Point of Junction and Diameter of Pipes — Compound Pipe 
Line : Replacing a Compound System by a Single Equivalent Pipe ; 
Generalization of Process; Importance of Knowing the Position of 
Hydraulic Grade Line— Flow Through Short Pipes— Other Losses of 
Head— General Applications: Pumping Into Mains; Computing a 
System of Mains — Pipes and Pipe Laying : Maximum Delivery of 
Pipes ; Fire Service ; Service Pipes— Hydrants — Weights and Thick- 
ness of Cast-iron Pipes : Formulas for Weight of Pipes ; Formulas for 
Thickness of Pipe ; Pipe Laying : Joints ; Alignment and Grade ; Back 
Filling ; Air Vents ; Blow-Offs ; Bends ; Stop-Cocks— Filling a System 
of Pipes — Different Systems of Distribution: Sand Pipes; Holly 
System — Wrought-Iron or Steel-Riveted Pipe — Flow of Water Through 
Open Channels : Darcy's Formulas ; Brick-Lined Channels; Circular 
Brick-Lined Conduit Running Full ; Maximum Flow Through Brick- 
Lined Conduits of Circular or Horseshoe Section ; Conduits with 
Rough Sides. 



Water Supply 
and 
Distribution. 



Introductory : Necessity of Water in Raising Crops ; Natural Irrigation ; 
Artificial Irrigation ; Districts to Which Irrigation is Applicable ; 
Quantity of Water Required and Irrigation Periods ; Area of Territory 
Under Irrigation ; Drainage Connected with Irrigation ; Circum- 
stances Which Render Drainage of the Soil Peculiarly Necessary; 
Other Remedies for Alkalis— Sources of Supply of Water for Irriga- 



SCHOOL OF CIVIL EXOTXEERING. 



07 



Irrigation. 



Dynamos 
and 

Motors. 



270 Pages 



tion : Supplies from Surface Water; Preliminary Work; Gauging 
Rainfall; Gauging the Flow of Streams; Mea-surement of Kvapora- 
tion ; Storage Reservoirs ; Small Reservoir Dams for Private Tse ; Main 
Irrigating Conduit; Open Canals; General Principles AlTecting the Flow 
of Water Through Open Channels; Resistance to the Flow of Water 
Through Conduits ; Practical Formsof Cross-Section; Practical Fornm- 
las for Mean Velocity ; Limiting Velocity ; Practical Considerations 
Limiting the Choice of Cross-Section ; Intluence of Depth on Velocity 
of Flow; General Remarks on Earthen Canals; Canals Revetted with 
Dry Stone; Cut Stone and Brick Lined Canals: Flumes; Construc- 
tion of Timber Flumes; Trestles; Formula for Flow of Water Through 
Wooden Flumes; Other Forms of Flumes; Accessories of Canals and 
Flumes, Overflows and Sluices; Other Forms of Conduits; Pipes; 
Riveted Steel and Iron Pipes; Wooden Stave Pipes; Tunnels— Ground 
Water: Shallow Wells; Deed Wells; Artesian Wells; Reservoirs for 
Wells; Pumps; Motive Power ; High-Duty Engines; Different Classes 
of Engines; Boilers; Other Forms of Pum^nng Engines— Apjilication 
of Water to the Ground; Irrigation by Sprinkling: Irrigation by 
Flooding; Check System; Checkerboard System; Method of Fur- 
rows; Subsoil Irrigation; Other Methods of Irrigation— Measurement 
of Water: Units of Measurement; Methods of Measuring Water- 
Resume of an Irrigation System— Irrigation as a Commercial Enter- 
prise—Cost of Work— Statistical Tables— Raising and Irrigating of 
Crops: Alfalfa; Wheat; Oats; Rye; Corn; Grasses— Irrigation in 
Mexico— Sewage Irrigation: Purification and DisiHDsal of Town Sew- 
age; Treatment of Intermittent Filtration; PuriMcation by Broad 
Irrigation; Difficulties Presented by Purification by Irrigation j 
Amount of Sewage; Amount of Sewage Which May Be Advantage- 
ously Employed on Land ; ('rops Most Fitted forCultivation by Sewage 
Irrigation ; Effects of Temperature Upon Purification of Sewage by the 
Above Described Processes; Scope of Sewage Irrigation; Manner of 
Applying the Sewage ; Ridge and Furrow System ; Pipe and Hydrant 
System ; Catch Work System ; The Absorption Ditch System : Addi- 
tional Remarks on Sewage Irrigation— Laws Regarding Irrigation: 
Ownership of Streams in Colorado ; Acquisition of the Right in Colo- 
rado ; Loss of Right. 

f Part One, 63 Pages. — Electricity: Physical Properties of Electricity: 
Foundation of Electrical Science ; Processes for Developing Electrical 
Action; The Presence of Electricity: Electrostatics: Electrodynam- 
ics-Static Charges: Positive and "Negative Charges: The Electric 
Series— Conductors and Non-Conductors— Electrodynamics ; I'oten- 
tial ; Direction of Flow: Continuous Current: Simple Voltaic or Gal- 
vanic Cell: Electrolyte, Voltaic or Galvanic Elements, Voltaic or 
Galvanic Couple: Voltaic or Galvanic Battery ; Electrodes or Poles: 
Electromotive Series; High and Low Potential; Current Strength;: 
Connecting or Grouping Cells: In Series, in Parallel or Multiple-Arc^ 
in Multiple Series— Circuits : Broken or Open, Closed or Complete, 
Earth or Grounded, External and Internal, Derived or Shunt— Mag- 
netism : Magnets: Lodestone: Artificial JNlagnets: Permanent Mag- 
nets, Armature for Keeper; Neutral Line and Pales: Compass: 
Magnetic Field; Lines of Force, Magnetic Induction, Amount or 
Quantity of Magnetism, Magnetic Density— Electromagnetism , 
Solenoid; Polarity; Magnetic Permeability : Electromagnet— Elec- 
trical Units; Ampere, Ohm, Volt; Electromotive Force ; Ohm's Law: 
Galvanometer: Ampere Meiers: Microhm, Megohm: Temperature 
Coefficient: Specific Resistance : Resistance Box or Rheostat; Wheat- 
stone's Bridge ; Voltmeters; Cardew, and Weston Voltmeters ; Appli- 
cations of Ohm's Law; to Closed Circuits, to Dmp or Loss of Poten- 
tial, to Voltaic Cells, to Derived Circuits— i-Jectrical Quantity: 
Coulomb— Electrical Work : Joule— Electrical Power : Watt. 
Part Two, 84 Pages.— Electromagnetic Induction : Self-induction : 
Mutual Induction— Physical Theory of the Dynamo: Alternating 
Currents: Segments, Commutator, Brushes: Pulsating Current: Local 
or Eddy Currents: Closed-Coil and Open-Coil Windings: Neutral 
Spaces and Neutral Points: The Dynamo : Magnetic Field, Armature, 
Commutator or Collector; Armature Reactions; Field Magnets, Mag- 
neto-Machine, Separately Excited Machine, Magnetizing Force, Self- 
Exciting Shunt-Dynamo, Picking-up or Building-up, Residual Mag- 
netism Self-Exciting Series Dvnamos, Compound or Shunt-and-Series 
Dynamos- Types of Bipolar Field Magnets : Bir>olar Dynamo : 
Salient and Consequent Poles— Types of Dynamos : Constant Potential 
Dynamos and Generators : Multipolar, Mechanical Construction, 
Frame, Armature, Commutator, Brushes and Brush-Holders, Journals 



98 



THE CORKESPONDENCE 



or Bearings, Driving Mechanism ; Efficiency of Constant Potential 
Dynamos, Input, Output, Energy Losses, Friction Losses, Core Losses, 
Eield Losses, Armature Losses, Other Losses— Output of Constant 
Potential Dynamos : Limit ; Heating and Sparking, Contact Resist- 
ance of Metallic and Carbon Brushes. 
Part Three, 123 Pages.— Constant-Current Dynamos: Closed-Coil 
Armatures ; Principal Closed-Coil Constant-Current Dynamos ; Wood, 
Standard Western Electric, Excelsior, Ball; Open-Coil Armatures: 
Principal Open-Coil Constant- Current Dynamos ; Brush, Westinghouse, 
Thomson-Houston: Output of Constant-Current Dynamos — Alterna- 
ting-Current Dynamos : Definitions ; Alternations, Cycle, Frequency : 
Alternators; Multiphase Alternators; Properties of the Alternating 
Current; Transformers— Electric Motors: Principles; Constant-Poten- 
tial Motors: Torque, Counter E. M. F., Starting Resistance; Regula- 
tion; Connections; Output; Construction of Constant- Potential 
Motors : Constant-Current Motors ; Single-Phase Alternating-Current 
Motors : Multiphase Alternating-Current Motors ; Output— Installation 
and Care of Dynamo — Electric Machinery : Installing, Testing, Loca- 
ting and Remedying Faults; Setting-up Direct-Current Motors: Care 
of Direct-Current Machinery; Repairs; Constant-Current Dynamos: 
Alternators: Alternating-Current Motors; Electrical Machinery in 
General : Switchboards for Arc-Lighting Circuits, for Direct-Current 
Incandescent-Lighting Circuits; Regulating Devices: Switches, Bus- 
Bars ; Instruments: Safety Devices : Equalizing Connections : Switch- 
boards for Alternating-Current Circuits, for Electric Railroads. 

Methods of Lighting. — Arc Lighting : by Continuous Current, by Alter- 
nating Current ; Incandescent Lighting : by Continuous Current, by 
Alternating. Current — Generators or Dynamos : Continuous Current, 
Constant Potential Generators ; Continuous Current, Constant Current 
Generators; Alternating Current, Constant Potential Generators; 
Alternating Current, Constant Current Generators — Combination 
Systems — Electric Arc-Light : Principles of the Electric Arc, Amount 
of Light, Color of Arc-Light, Temperature of the Arc, Arc-Light 
Carbons; Consumption of Carbons; Regulation of Arc : The Arc- 
Lamp : Clutch Lamp ; Rack- and Wheel-Lamp ; Electric Lighting by 
Incandescence; Incandescent Lamp — Measurements and Calcula- 
tions: Determination of Candle Power; Photometer, Distribution of 
Light, Candle Power of Arc-Lamps: General Data for Arc and Incan- 
descent Lamps; Commercial Lamps, Illumination by Incandescent 
Lamps — Conductors: Matthiessen's Standard; Brown and Sharpe 
Gauge, Tables : Circular Mil : Temperature Coefficient for Copper, 
Tables: Insulated Conductors— Drop of Potential and Line Loss: 
Direct-Current Circuits; Energy Loss in Conductors; Safe Carrying 
Capacity of Conductors, Table — Electrical Distribution : Choice of 
Method : Systems Of Distribution : Amperage, Voltage, Wattage ; Con- 
stant-Current Circuits, Constant- Potential Circuits ; Constant-Current 
Dynamos, Constant- Potential Dynamos ; Series Distribution, Incan- 
descent Lamps for Series Circuits, Currents for Arc-Circuits ; Methods 
of Regulation ; Alternating-Current Series Distribvition ; Parallel Dis- 
tribution, Drop of Potential Spiral Loop, Tree System, Closet System, 
Multiple Series System, Three-Wire System, Feeder and Main System ; 
Arc-Lamps on Constant-Potential Circuits— Incandescent Electric 
Lighting by Alternating Currents— Central Stations for Electric Light- 
ing Plants ; Design, Location, Building, Boilers, Engines, Dynamos, 
Switchboard — Practical Wiring: Interior Wiring: Cleat Wiring; 
Underwriter's Rules ; Molding Work ; Concealed Work ; Underground 
Wiring ; Wyckoff System, Dorset System, Open-Box Conduit, Wrought 
Iron Cement-Lined Pipe ; Manholes, Cable Grips, Cables, Jointing 
Cables, Handholes, Cable Protectors— Calculations for Incandescent 
Lighting Circuits : Permissible Drop : Wiring Rules and General Data. 



Electric 
Lighting. 



115 Pages 



Electric 
Railways. 



Ill Pages. 



Motor Cars and Fittings. — Electric Traction Systems ; Storage-Battery 
Railways ; Electromagnetic Systems ; Conduit System ; Third-Rail 
System; Overhead Trolley System— Rolling Stock: Motor Cars and 
Trailers; Trucks; Brakes; Car Equipment; Motors; Trolley; Con- 
trollers ; Electric Heaters ; Wiring — System of Power Supply : Over- 
head-Line Construction ; Forms of Rail ; Curves ; Rail Bonds ; Power 
Station ; Plan of Installation ; Steam-Piping ; Boilers ; Engines and 
Dynamos ; Car House and Repair Shop ; Switchboards— Testing Sta- 
tion : Cable Testing — Alternating Currents in Railway Work— Appli- 
cation of Batteries to Electric Traction — Power Estimates : Power 
Equipment — Inspection— Logarithms. 



SCHOOL OF CIVIL ENGINEERING. 



99 



SAMPLE PAGES OF INSTRUCTION PAPERS. 

"We do not send out Instruction Papers for examination. Intcmding 
students can learn how they are written and illustrated and the subjects 
treated in them, from the following sample pages. 

Sample Page of instruction Paper. Subject — Analysis of Stresses. 

The length of span, number of panels, and the amount of 
both live and dead loads, will be assumed to be the same as in 
the example for curved chords, explained in Art. 1. 

The general form of the truss will also be the same, except 
that while the heights of the truss at the hips and at the cente' 

E 




Fig. 3. 



mil be, respectively, 18 and 24 feet, as in the former example, 
the upper chord will be straight between those points, as repre- 
sented in Fig. 3. 



100 THE CORRESPONDENCE 



Sample Page of Instruction Paper. Subject^Proportioning the 

Material. 

PROPORTIOKIKG THE MATERIAIi FOR TENSIO]N' 

MEMBERS. 

6. Acccording to item (i) of the Specifications, the sectional 
area for the main tie, required by item (g) (see stress sheet) is 

27,500 , 9,800 o 9. • ti. r • ^ ^. 

1 n oCiO "■ 9()1)(Y) ^^ ^^" ■'^^' section is made np 01 two 

bars 2'^ X yf = 3.25 sq. in. As the material composing the 
required section is determined for each member, the student 
should note it upon his copy of the stress sheet ; it should be- 
marked along the member in the right half of the diagram of 
the truss. According to the same items of the Specifications^ 



the sectional area required for the hip vertical Bb is ' ^ + 

^ ' ^^ r^ = 1.85 sq. in. It is made up of two bars each 1 inch 
20, 000 

square = 2.00 sq. in. 

The sectional area required for the counter Cc' is ' ^ = 

1.38 sq. in. It is desirable that the diagonal members in the- 
center panel should each be made up of two bars, rather than 
one bar. As item (m) specifies that no diagonal rod shall have 
a less area than f of a square inch, w^hich is practically to the 
effect that no diagonal rod shall be less than -J of an inch square 
(= 0.766 sq. in.) or 1 inch round (0.785 sq. in.), the section 
of the counter Cc' is made up of two bars |- of an inch square = 
1.53 sq. in. The sectional area required by the live and dead 
load stresses in the panel a b or b c of the lower chord is 
32,400 13,900 _ o q^ • 

107000 + 2o;ooo ~ "^-^^ '"i- '''• 

In highway bridges the lower chords are often proportioned 
wdth reference to the live and dead load stresses only ; if this 
were done in the present case the section could be made up of 
two bars 2-|" X tI'' = ^-^^ ^^- ^^- Likewise, for the center 
panel c c' of the lower chord, the sectional area required by the 



SCHOOL OF CIVIL ENGINEERING. 



101 



Sample Page of Instruction Paper. Subject— Details, Bills, and 

Estimates. 

(/) Anotlier Form of 81ioe. — Although the form of 
ehoe shown on Plate XVI is commonly used for bridges of 
moderate span, other forms are often used. A form of shoe 
similar to that shown in Fig. 3 is used for long and heavy spans. 




Fig. 3. 



A side elevation and rear elevation of the shoe are shown, and 
also a side elevation of the lower end of the end post, with a 
section on the center line of the same. 

In this shoe the bearings of the end post upon the pin are so 
nearly opposite those of the shoe-standards as to produce but a 
comparatively small amount of bending moment in the pin. 
The standards of the shoe are supported laterally by a plate 
corresponding to the cover-plate of the end post. The rollers 
are held in position by angles attached to the s/joe-plate, thus 
allowing the accumulations of dirt on the bed-plate to be cleaned 
out between the rollers. The anchorage is given by anchor- 
bolts passing through slotted holes in the shoe-plate. 



102 



SCHOOL OF CIVIL ENGINEERING. 



Sample Page of Instruction Paper. Subject — Hydraulics, 

THE HYDRAULIC GRADIENT. 

98. If, in Fig. 32 (6), we draw a line through the points 6, c, 
d, etc., at which the water would stand in piezometer tubes 
attached to a pipe through which water flows, this line is called 
the hydraiilic gradient. If the section of the pipe is uni- 
form and without sharp bends or other obstructions, the line so 
drawn will be a straight line extending from the reservoir to 





Fig. 32- 

the center of the end of the pipe where the water discharges 
into the atmosphere ; and the above formulas for velocity, 
quantity of flow, etc., apply so long as no part of the pipe rises 
above this line. If, however, the pipe is so laid that it rises 
above the hydraulic gradient at any part, as shown by the 



SCHOOL OF CIVIL ENGINEERING. 



103 



Sample Page of Instruction Paper. Subject — Surveying. 



T6. Practical Metliod of Determining Tangent and 
Cliord Deflections. — Let it be remembered for a basis of 
calculation tjiat the chord deflection for a 1° curve, the 
chord being 100 feet in length, is 1.745 feet; for a 2° curve, 
double the deflection for a 1° curve, or 3.49 feet, and so on. 
The tangent deflection being one-half the chord deflection, for 
a 1° curve it will be .873 foot, for a 2° curve it will be 1.745 
feet, etc. 

Distances measured either on chords or tangents are expressed 
in decimal parts of a station, which is 100 feet, and is assumed 
as 1. Thus, the tangent deflection for 75 feet will be expressed 
as the tangent deflection for . 75 of a station. This expression is, 
however, confined entirely to the calculation, and is spoken of as 
the tangent deflection for 75 feet. Fig. 47 will be used to 
demonstrate the principle upon which tangent deflections are 
based. 




Fig. 47. 



Let ^5 be a tangent, and B the P. C. of a 2° curve to the 
rio-ht From Art. 76, we determine the chord deflection for 
100 feet chord of a 2° curve to be 3.49 feet. The tangent 
deflection is one-half the chord deflection, or 1.745 feet. 

l^Q^BC= 100 feet, a full station (which express as 1), then 
CL the tangent deflection at C, will = 1.745 feet, for, since this 



104 



THE CORRESPONDENCE 



Sample Page of Instruction Paper. Subject — Mapping. 

24. Shore Iiines. — The sea-shore is represented by a Hne 
following all its windings and indentations. A short distance 




Fig. 24. 



from the shore line, a parallel line is drawn, and a little farther 
removed a second parallel, and so on, as in Fig. 24. 










t^\\/>,c 



wv\w, .^^^x^. 



Fig. 25. 



An abrupt and rocky shore is shown in Fig. 25. The irregu- 
lar dotted surfaces surrounded by shore lines represent sand 
bars. The dotted outlines beyond the shore lines represent 



I 



SCHOOL OF CIVIL ENGINEERING. 



105 



Sample Page of Instruction Paper. Subject — Railroad Location. 

24. Spur Ijiiies. — At certain points of the main line, two 
and sometimes three different routes will present themselves 
for reaching another point of that line, and require the running 
of spur lines to determine the most advantageous route. The 




main line being run, the spur lines are tied into it, designating 
them by different letters, as Line A, Line B, etc. The com- 
parative advantage of the different alignments will show them- 
selves in the plat. Their comparative profiles are commonly 
shown by platting them in different colors. A case requiring 



106 



THE CORRESPONDENCE 



Sample Page of Instruction Paper. Subject — Railroad Construction. 

52. Coffer Dams. — For depths of stagnant water greater 
than four feet and for less depths having a current, the clay 
dam is replaced by a coffer dam. This construction consists of 
two rows of piles which are driven enclosing the foundation site. 
The distance apart of these rows of piles, as well as the spacing 
of the piles in the rows, will depend upon the depth of the water 
surrounding the foundation 
site, and the nature of the 
material into which the piles 
are to be driven. The piles 
wir. also be required to 
support a platform, upon 
which are placed the der- 
ricks, hoisting machinery, 
and building material used 
during construction. 

The usual form of con- 
struction of a coffer dam is 
shown in Fig. 43. Two rows 
of piles P, P are firmly 
driven, enclosing the foun- 
dation area. Longitudinal 
pieces of squared timber 
TF, W called string pieces 
or Trales are bolted to the 
piles a little above the water 
level. Directly opposite the 
string pieces on the inside 
of the piles, guide pieces 




Fig. 43. 



^, g are bolted, the same bolt passing through both string piece 
and guide. The guide pieces serve to keep the sheet piles S^ S 
in line while being driven. Cross-timbers B, B, called binders, 
are notched down on the string pieces to which they are 
bolted. The depositing and ramming of the puddle tend to 
cause the rows of piles to spread. The binders prevent this and 



SCHOOL OF CIVIL ENGINEERING. 



107 



Sample Page of Instruction Paper. Subject— Track Work. 

A section of track ballasted with broken stone is shown in 
Fig. 23. The ballast extends from 10 inches below the bottom 
of the ties to the level of their tops, and is shouldered outward 
from the ends of the ties, as shown in the figure. The side 
ditches are 12 inches in depth, the slope of the ballast and that 
of the ditch foi-ming a practically straight line. The slopes of 
the cuts given in Fig. 23, as well as those given in Figs. 21 
and 22, are 1 horizontal to 1 vertical. This is the steepest 
slope at which earth will stand. The certain effect of weather 
is to cause the slope to cave, flattening it and at the same timo 
filling up the ditches. In all recent railroad construction, 
where the finances of the company will permit, the slopes of 
both cuts and embankments are made the same, viz. , 1 J hori- 
zontal to 1 vertical. Cuts can be widened much more cheaply 
before than after track-laying, but it is often a difficult question 
to decide where it is safest to economize. 

The proper time to clean ditches is in the fall, commencing 
about October 1 and finishing by or before November 1. Occa- 
sionally the slopes of a cut cave in so badly tha^t ditches require 




I'lG. 23. 



frequent clearing. The only permanent cure is to widen the 
cut to such an extent that caving material cannot encroach 
upon the ditches and track. Some writers on track insist that 
there should be no side ditch nearer than 10 feet from the rails, 
nor slopes less than 1| horizontal to 1 vertical. This would 
require a roadway at least twenty-four feet in width for a single 
track and involve an outlay which would prohibit the building 
of nearly all new lines. 

The roadway and track sections given in the preceding pages 



108 



THE CORRESPONDENCE 



Sample Page of Instruction Paper. Subject — Sewerage. 

80. Reference Points. — The position of the sewer line, 
las located, should be so fixed by measurements to permanent 
objects that its exact position may, at any subsequent time, be 
readily determined. This is generally best accomplished by 
observing the points where the line of the sewer is intersected 
by the prolonged lines of the sides of buildings and other well- 
defined hues of permanent objects, and also measuring along the 
prolonged line the distance from the nearest corner of each 
object to the center line of the sewer. 

The buildings selected should be of a permanent character, 
such as brick buildings, and the measurement of both the offset 

and the plus should be taken to the 
nearest tenth of a foot. This 
method of reference is clearly shown 
in Fig. 10. As there shown, the 
line of the west side of the brick 
house, prolonged to the sewer line, 
intersects the latter line at Station 
18 + 37.4 and the center line of the 
sewer is 40.6 feet from the south- 
west corner of the house. 

The same method can be easily 
employed to locate the points where 
the sewer line is intersected by street lines, the prolongation of 
the street line being made by simply placing the eye in range 
with the fence. Each point where an angle occurs in the line 
of the sewer should also be located by reference points. As the 
■angle will often occur at a point where there is no line of a 
permanent object in range, the location of the point will gener- 
ally be best fixed by measurement to two or more permanent 
objects, as shown in Fig. 11. This method of reference, how- 



+37.i* 



.kfti- 



Sta.18 




Fig. 10. 



ever, is not as satisfactory as that shown in Fig. 10. 

81. Leveling and Level Notes. — When the sewer lines 
have been finally located, the levels should be taken over the 
lines of all the sewers. This can generally be most expeditiously 



SCHOOL OF CIVIL ENGINEERING. 109 

SPECIAL PRICES FOR TWO OR MORE SCHOLARSHIPS TO THE SAME 

PERSON. 

A considerable reduction in the prices of Scholarships will be made to 
persons who wish to purchase more than one Scholursliip at the time of enroll- 
ing. Thus, for instance, a special rate will be made on the Full Scholarship 
in The Correspondence School of Mines and the Complete Mechanical Scholar- 
ship of The Correspondence School of Mechanics, or on two or more of any 
of the Scholarships. Intending students wishing to enroll for more than one 
Scholarship at the same time should write, asking for prices. 

SPECIAL PRICE TO STUDENTS WHO WISH TO ENROLL IN OTHER 

SCHOLARSHIPS. 

A considerable reduction in the price will be made to students already 
enrolled who wish'to enroll in one or more additional Scholarships. 

CHARGE FOR TRANSFERRING SCHOLARSHIPS. 

When students wish to be transferred from one Scholarship to another of 
the same price, and where the work already done is all included in the Course 
to which they desire to be transferred, the charge for transfer will be one 
dollar. In all other cases a special price will be made which can be ascer- 
tained by writing to the Schools. 

RUBBER HAND STAMPS. 

We have made arrangements whereby we can supply at a low price Rubber 
Hand Stamps, containing the names, addresses and class letters and numbers 
of students. One of these stamps will be found of great convenience. 

By using it on the stationery the necessity of writing the full name and 
address, and class letter and number, in every communication sent to the 
Schools is done away with. 

W.E. VilUnger, 

1015 Louis/a St, 
Williamsport, Pa. 

The stamp can be used. for signing letters and also for putting the name and 
address on the upper left-hand corner of envelopes, thus avoiding all possi- 
bility of errors or delays. 

For miscellaneous use the portion of the stamp bearing the class letter and 
number can be omitted, if desired, by holding the corner of a square piece of 
paper over that part of it when using it. 

The stamp is made of hard rubber, neatlv and firmlv secured to a strong and 
serviceable handle. It is about 2Y' in length (somewhat larger than th»^ 
above illustration), and will be sent to any address, together with a self-inkinj: 
pad for use in connection with the sarae, for 50 cents, postage paid. 




110 



THE CORRESPONDENCE 



Price List of Drawing Materials and School Requisites, Sold by The Technical Supply 
Co., Scranton, Pa.,' Which Can be Ordered Through The Colliery Engineer Co. 

COMPLETE DRAWING OUTFIT. 




Price. Postage. 
Morocco -covered Pocket Case of Fine German Silver Instru- 
ments, Containing: 1 Compass, 5^^ inches with Pen, Pencil, 
Needle Points and Lengthening Bar. 1 Drawing Pen, 4J 
inches with Joint and Needle Point. 1 Bow Pen. 1 Bow 

Pencil. Pencil Case and Adjusting Key 16.25 

One Drawing Board (Pine Wood) 16Jx22J inches, expansion 

cleats and grooved back, varnished. (By express only) 1.50 

One Mahogany, Ebony-lined T Square, fixed head, 22 J inches 

long. (By express only) ; 0.75 

One 6-inch German Silver JProtractor..... 0.90 

Triangles, Mahogany Ebony-lined — One 7-inch 45° 0.35 

One 8-inch 60° 0.35 

One 12-inch Boxwood Triangular Scale, Divided j\, -y%, i, ^, f , j, 

f , Ij, and 3 inches to the foot, and on one edge 16 to the inch 1.00 

One Cherry Curve 0.25 

Thumb Tacks, half dozen 0.25 

One Drawing Pencil 0.10 

One f-oz, bottle Drawing Ink 0.25 

One Velvet Rubber. 0.10 

Two Sheets Imperial Tracing Cloth, demy size 0.25 

One-half dozen sheets Whatman's Drawing Paper, demy size 

(5 cents per single sheet) 0.25 



).10 



0.02 
0.02 
0.02 

0.02 
0.02 
0.02 
0.02 
0.10 
0.02 
0.06 

0.06 



$12.55 

On receipt of $12.55 the Complete Drawing Outfit will be shipped to pur- 
chasers, expressage to be paid by them, or any one or more articles will be 
sent for the price of the articles, with the postage added. 

Students are not required to purchase these goods of The Technical Supply 
Co., or through us. They can buy them where they see fit. But intending 
purchasers will find that we sell so many of these goods that both in price 
and quality we can do better than the local dealers. 



SCHOOL OF CIVIL ENGINEERING. 



Ill 



PORTFOLIOS FOR DRAWING PLATES. 

In nearly all the Courses of our Schools the student is required to draw a 
number of Plates and Tracings, IV^ x 18^^ in size. Most students desire to 
preserve these plates. The Portfolios here illustrated are made expressly for 




the p rpose. They are of good quality, with leather backs and corners, cloth 
sides and flaps, and can be ordered through The Colliery Engineer Company, 
or will be sent by The Technical Supply Company, Scranton Pa., to ;::ny 
address, postage paid, upon receipt of $2.00. By express, 11.60. 

CROSS-SECTION PAPER. 

Cross-Section Paper 8^^ x 10^^ in size, ruled in red ink, graduated to every 
two millimeters, as per cut, sent to any address, postage paid, at 20 cents per 
dozen sheets. 






112 



THE CORRESPONDENCE 



BINDERS FOR INSTRUCTION AND QUESTION 

PAPERS. 

The Instruction and Question Papers of the School should be kept together 
and preserved as clean as possible. To aid in doing this, Cloth Binders, 
6i^^ X 9f ^^ size, have been prepared and are furnished by The Technical 
Supply Company, Scranton, Pa. The Binders can be ordered through The 
Colliery Engineer Company. Price, per set, |1.00 ; postage paid, |1.18. When 
ordering Binders please state the Course or Scholarship for which you 
wish them. 




NA/RITING PAPER. 

Good, light linen paper, 13 x 8 J inches, for the use of the students in writing 
jheir answers to Question Papers. This paper will largely reduce the student's 
postage bill. It can be ordered through The Colliery Engineer Company. 

100 sheets by mail (postage paid) 

250 

500 

lOO 

250 

500 



$0.45 

" " " " 1.15 

" " " " - 8.25 

toy express (purchaser to pay expressage) .30 

a a a a a ^^q 

" " " " " 1.50 

FOUNTAIN PENS. 

A good fountain pen is a great convenience to a student, as the answers to 
the Question Papers must be written in ink. Such a pen can be carried in the 
pocket and requires filling only once in a week or ten days. The Technical 
Supply Company, Scranton, Pa., for $2.50, will send to any address, postage 
paid, a large size fountain pen warranted by the manufacturers not to leak or 
flood or get out of order. The pen can also be ordered through The Colliery 
Engineer Company. 

Goods are sent by mail at the purchaser's risk unless an additional eight (8) 
C(;nis for registering accorhpanies the order. 






The Mechanics'. . 
Pocket Memoranda 



314 PAGES 



OF TABLES AND DATA OF GREAT 
VALUE TO PRACTICAL MEN. 



Bound in Leather, with Pocket, Gilt Title and Edges, 
Price $l.50. Bound in Silk, Colored Edges, Price $i.OO. 



THE MECHA]S1CS» POCKET MEM0RA:!^T>A is a convenient pocketbook for 
those Interested in Mechanical Engineering, Steam Engineering, Electrical Engineering, Rail- 
road Engineering, Bridge Engineering, Architecture, Plumbing, Heating and Ventilation, Gas 
Fitting, Steam Fitting, Etc., compiled and written by the Instructors of The International 
CoRRESPONDKNCK SCHOOLS, Scrauton, Pa. It is the latest pocketbook published, and pos- 
sesses advantages over all similar publications. Some of the principles and data 
are stated more clearly and concisely, and because of its small size, it is a "pocketbook" in 
reality instead of in name only. The pages are 3^" x 5^". 

rt is the BEST POCKETBOOK for the money on the market, and the 
Publishers WTrLL. REFXHSTD THE PRICE to any dissatisfied purchaser. 



Address, THE COLLIERY ENGINEER CO., Scranton, Pa. 



Home Study Magazine 

*^ ^==5^ 

HOME STUDY flAQAZINE is an educational journal of theoretical and applied 
science for practical workmen. The articles are clearly written and the use of 
Advanced Mathematics carefully avoided, so that they may be understood by men 
who have had few educational advantages. But they presuppose some knowledge of 
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Teachers of Physics, no matter in what grade of schools, can obtain excellent 
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Students of Physics will find it to their advantage to read HOME STUDY 
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